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You are on page 1of 6

Objectives:

o Students will be able to divide all combinations of fractions and mixed and whole numbers.

o Students will be able to setup quotient number sentences from word problems.

o 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving

division of fractions by fractions, e.g., by using visual fraction models and equations to

represent the problem.

o 6.EE.A.2b Identify parts of an expression using mathematical terms (sum, term, product,

factor, quotient, coefficient); view one or more parts of an expression as a single entity.

(Objectives 6, 7, 9, 11)

References:

o TextbookLets Be Rational by Lappan, Phillips, Fey, and Friel. ISBN: 978-0133274424

o Websiteswww.Edmodo.com

https://www.youtube.com/watch?v=8gxtfCZ5eQs - Lesson video

http://www.math-play.com/math-basketball-dividing-fractions-game/math-basketballdividing-fractions-game.html

www.mathxlforschool.com

Prior Knowledge: Multiplication facts, numerator, divisor, dividend.

Vocabulary: Reciprocal

Materials Required:

o Teacher - smartboard, whiteboard, appropriate writing utensil.

o Student Pencil, eraser, textbook, spiral, device (optional)

Introduction:

o Ask students what the lesson video was about and what they learned

Warm-up:

1 1

o

2 3

What are the two methods to divide fractions? (Common denominator and multiply

by the reciprocal)

How can we solve this using the common denominator method? (Use 6 as the

common denominator0

1 1 3 1 2 1

3 2

2 3 3 2 2 3

6 6

() ()

Now that we have common denominators, what is the next step? (only divide the

numerators for the answer)

3 2

3

3 2=

6 6

2

How can we solve this problem by multiplying by the reciprocal? Which number(s)

do we reciprocate? (the dividend, keep the divisor as is)

How do we find the reciprocal of the dividend? (switch the numerator and the

denominator)

How do we re-write the equation so that we can multiply by the reciprocal? (Keep the

divisor as is, change the division sign to multiplication, and reciprocate the dividend)

1 1 1 3

2 3 2 1

Now that we have re-written the equation, how do we solve? (multiply like any other

fractions; multiply the numerators together and the denominators together)

1 3 3

=

2 1 2

Which method has less room for error? (multiplying by the reciprocal)

o Emphasize that multiplying is the better way to divide fractions.

1

A) 1. How many 8 pound patties can be made out of

7

8

o What do we need to know in order to set this problem up? (divisor and dividend)

7

o Which fraction is the divisor? Explain. ( 8 , because it is what is being split into parts)

o The dividend? (

1

8 , because it is the size of parts that

7

8

o Write an equation

1 7

8 8

o What would be the better method to use for this problem? (common denominator because the

fractions already have common denominators)

o How do we divide using the common denominator method? (divide the numerators)

7 1

7 1=7

8 8

o We divided the numerators and 7, now what do we do? Put it over the common denominator

7

to make 8 ? (No, you only divide the numerators and have the answer)

o What does the answer mean? (That

1

8

goes into

7

8

1

seven times. That 7- 8

o Reading the question again, how do we know that we need to divide? (splitting

equal parts, out of are key words)

pound

7

8

into

2

8

pound patties?

o What do we need to know in order to set this problem up? (divisor and dividend)

7

o Which fraction is the divisor? Explain. ( 8 , because it is what is being split into parts)

o The dividend? (

2

8 , because it is the size of parts that

7

8

o Write an equation

7 2

8 8

o Which method would be best for this problem and why? (common denominator because the

fractions already have common denominators)

o How do we divide using the common denominator method? (divide the numerators)

7 2

7

7 2=

8 8

2

o What is our next step? (Thats it, we only divide the numerators)

3. How many patties could be made out of

3

4

1

4

pound patties?

3

2

o How do we set this problem up? ( 4

1

4

is the dividend since its the size parts the divisor is being split into)

3 1

2

4 4

o What is different about this problem? (it has a mixed number in it)

o Think back to the lesson video, how do we divide mixed numbers? (convert them into

improper fractions)

11 1

4 4

o What is our next step? (use the common denominator method because the fractions already

have common denominators. Divide the numerators for the answer)

11 1

11 1=11

4 4

o What does the answer mean? (That eleven

pounds of meat.

1

4

3

pound patties can be made out of 2 4

B) 1. If there is

3

4

1

24

cups of hot

Have students work on problem on whiteboard and then solve as a class.

o How do we set this problem up? (

drinks.

1

24

3

4

is the dividend because that is the size of parts the divisor is being split into)

3 1

4 24

o What method should we use? (multiply by the reciprocal since we the fractions dont already

have common denominators)

o How do we re-write the problem so we can multiply by the reciprocal? (keep the divisor as

is, reciprocate the dividend, and multiply instead of divide)

3 24 72

= =18

4 1

4

o What does the answer mean? (18 drinks can be made)

2. How many drinks can be made if

1

8

Have students work on problem on whiteboard and then have a student solve on the whiteboard

and another student explain what the other is doing.

o What is different about this problem? (

1

8

is the dividend)

o How will the answer change? (fewer drinks can be made since more hot chocolate is being

used per drink)

3 1

3 1

4 8

3

36

E) Students solve problems on whiteboard while I walk around, checking for understanding.

1.

4

5

o What is different about this problem from the others? (9, whole number)

o How do we divide with whole numbers? (convert it into a fraction by making 9 the

numerator and 1 the denominator)

9 4

1 5

2.

3.

4.

9 5 45

=

1 4 4

7

1 3

8

15 3

8 1

15 1 15

=

8 3 24

(multiply by reciprocal)

2 1

1

3 5

5 1

3 5

5 5 25

=

3 1 3

(multiply by reciprocal)

5

1

2 1

6

3

17 4

6 3

17 3 51

=

6 4 24

(multiply by reciprocal)

Closure:

o When is it best to use the common denominator method? (when there are common denominators

to begin with)

o How do you use this method (divide the numerators only for the answer)

o The multiply by the reciprocal method (when there arent common denominators)

o How do you use this method? (keep divisor as is, reciprocate the dividend, and multiply)

o How do we divide mixed and whole numbers? (convert them into improper fractions)

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