LESSON 18 Name ___________________________________________________________ Date ____________________

Lesson Quiz Teacher Toolbox 

Lesson 18 Quiz

Tested Skills Solve the problems.

Assesses 5.NF.B.3 1 Sara will use 7 cups of apples to make 4 batches of applesauce.
Which expressions show the number of cups of apples in one batch?
Problems on this assessment form require students Decide if each expression is correct.
to be able to use visual fraction models to represent
Choose Yes or No for each expression. (2 points)
a fraction as division, solve word problems involving
division of whole numbers, write equations and Yes No
expressions to represent word problems involving 744  
division, and identify the two whole numbers a 1
1 17 1 17 1 17  
7
·· ·· ·· ··
mixed number is found between. Students will also 4
 
need to be familiar with writing fractions greater 7
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than 1 as mixed numbers and improper fractions. 7 3 14  

··

Alternately, teachers may assign the Digital 1 34  

··

Comprehension Check online to assess student

understanding of this material. 2 Which of the following situations can be represented by 14 ?
5
···
Choose all the correct answers. (2 points)
Error Alert  Students may:
 Renee has 14 feet of ribbon that she will cut into 5 pieces of equal length.
• confuse the dividend and divisor or what each
number in the problem represents.  Michael has 14 packs of trading cards with 5 cards in each pack.

• reverse the numerator and denominator.  Logan opens 5 bags of trail mix and pours them equally into 14 bowls.

 Patrick takes 5 oranges from a bag containing 14 oranges.

Solutions  Tim walks 14 blocks to the library and then walks another 5 blocks to home.

1 A (Yes); D (No); F (No); G (Yes); I (Yes)  Arianna makes 5 equal servings of lemonade from a bottle containing 14 ounces.
2 points
5.NF.B.3, DOK 2
2 A, F; Students could solve the problem by
recognizing that the situations must represent
14 4 5.
B is not correct because the situation is
represented by 14 3 5. ©Curriculum Associates, LLC
C is not correct because the situation is Grade 5 Lesson 18 Fractions as Division 1 Copying permitted for classroom use.

represented by 5 4 14.
Short Response Scoring Rubric
D is not correct because the situation is
represented by 14 2 5. Points Expectations
E is not correct because the situation is
represented by 14 1 5. Response contains the following:
• Correct computations, solutions, and/or calculations.
2 points (1 point)
5.NF.B.3, DOK 2 2
• Well-organized, clear, and concise work that
demonstrates thorough understanding of math
concepts and/or procedures. (1 point)

Response contains the following:

• Mostly correct solution(s).
1
• Shows partial or good understanding of math
Choice Matrix and concepts and/or procedures.
Multiple Select Scoring Rubric
Response contains the following:
2 points 1 point 0 points • Incorrect solution(s).
0 • No attempt at finding a solution.
All answers 1 incorrect answer 2 or more • No effort to demonstrate an understanding of
are correct incorrect answers mathematical concepts and/or procedures.

388a Lesson 18  Fractions as Division ©Curriculum Associates, LLC  Copying is not permitted.
 Name ___________________________________________________________ Date ____________________

Lesson 18 Quiz continued

3 Ava pours 3 gallons of paint equally into 8 cans. How many gallons of paint will
3 ​​  3 ​​gallon; See student page for possible there be in each can? Show your work. (2 points)
8
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student work. Possible student work:
2 points 3 gallons 4 8 cans 5 3 gallons in each can
··
8
5.NF.B.3, DOK 1
4 Part A 3
··
8 gallon(s)
A; Students could solve the problem by using
their knowledge of representing a fraction as 4 The model shows how Micah is dividing some pounds of peaches to make three pies.
division to recognize that the model represents
7 pounds of peaches divided into thirds, so
that ​​ 13 ​​of each pound can be used in a pie. This
··
means ​​  7 ​​pounds of peaches are used in each pie. 1 pound 1 pound 1 pound 1 pound 1 pound 1 pound 1 pound
3
··
B is not correct because the statement reverses
Part A
the numerator and denominator to represent Which statement is true? (1 point)
3 pounds of peaches divided into 7 equal groups
 Micah is dividing 7 pounds of peaches into 3 equal groups.
or ​​  37 .​​
··
C is not correct because the statement only  Micah is dividing 3 pounds of peaches into 7 equal groups.

refers to one pound of peaches, not 7 pounds.  Micah is dividing 1 pound of peaches into groups of ··13 pound.
D is not correct because the statement describes
 Micah is dividing 7 pounds of peaches into groups of ··17 pound.
dividing the peaches into sevenths, not thirds.
1 point Part B

5.NF.B.3, DOK 2 The weight in pounds of the peaches in each pie will fall between which
two whole numbers? Show your work. (2 points)
Part B Possible student work:
2 and 3; See student page for possible 7 pounds 4 3 groups 5 7 pounds, or 21 pounds, in each group.
··
3 ··
3
student work. 21 is between 2 and 3 pounds.
··
3
2 points
5.NF.B.3, DOK 2
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Grade 5 Lesson 18 Fractions as Division 2 Copying permitted for classroom use.

Differentiated Instruction Teacher Toolbox 

RETEACH: Tools for Instruction REINFORCE: Math Center Activities EXTEND: Enrichment Activities
Tools for Instruction Center Activity 5.25 ★★★
Check
Enrichment Activity Name

Understanding
Interpreting Fractions as Division Fractions As Quotients Kareem has 8 cups of
trail mix divided into
Pizza Party

Objective Interpret a fraction as division of the numerator by the What You Need 5 bags. If the trail mix Your Challenge
denominator. is shared equally,
• Recording Sheet how much is in each You and some of your friends order small pizzas and eat equal
Students have been working with parts of a whole for a few years and should be able to identify, name, and
bag? Use a model to shares.
model fractions. They should also be able to use models to write equivalent fractions. What students may not
know is that a fraction is a way to show division, i.e., a numerator divided by a denominator. In this activity, find the answer. • No one eats exactly __12 of a pizza, 1 whole pizza, or 1__12 pizzas.
students will draw pictures and number lines to discover that a fraction can be interpreted as a way to show
division as part of a whole. This activity will help students broaden their understanding of fractions and enable
• Two full pizzas are too much for anyone to eat.
them to make new connections between fractions and division. • After everyone has an equal share, there is __12 of a pizza left.
• Small pizzas have 6, 8, or 12 slices.
Two Ways to Teach
What You Do 1. How many friends and pizzas could there have been, and
Drawing to Model Fractions as Division 10–15 minutes 1. Take turns. Choose a division model from the how much pizza could each friend have eaten? Draw a
Have the student draw a picture to show that 3 pizzas are shared equally by 4 boys. Ask: Will each boy eat more Recording Sheet. picture on the Recording Sheet to show how the friends
or less than 1 pizza? How do you know? (Each boy will eat less than 1 pizza because the dividend is less than the could have shared the pizza and write an equation to
divisor.) Ask the student to tell what fraction of a pizza each boy will receive. (43) Guide the student to write an 2. Tell your partner a division equation that
·· The division model represent the situation.
equation to model the problem. (3 4 4 5 34) Next, have the student draw a picture to show that 5 pizzas are represents the model.
··
shared equally by 6 girls. Ask: Will each girl eat more or less than 1 pizza? How do you know? (Each girl will eat
3. Your partner tells you a multiplication equation 2. Is there another way those friends could have shared the
less than 1 pizza because the dividend is less than the divisor.) Ask the student to tell what fraction of a pizza What if all the pizzas do
each girl will receive. (65 ) Have the student write an equation to model the problem. (5 4 6 5 65) Repeat with to check the quotient. pizza? Show how you know on the Recording Sheet.
·· ··
similar problems as needed. Write the equations on the board so that students can begin to see the pattern that
not have the same number
4. Say how the two equations are related. 3 of slices?
emerges. Guide the student to see that the dividend in the division expression becomes the numerator of the shows 3 4 6 5 ··6
, because
fraction and that the divisor in the division expression becomes the fraction’s denominator. there are 3 wholes each
5. If your partner agrees, you each write your
Support English Learners Present the student with a visual representation that connects the numerator equation on the Recording Sheet in the space divided into 6 parts. I can
of a fraction to the dividend of a division expression and the denominator of the fraction to the divisor of
below the model. check the quotient by writing
the expression.
a related multiplication
1 3
equation: ··
6
3 3 5 ··6
.
Use a Number Line to Model a Fraction as Division 10–15 minutes

Write “1 4 4” on the board. Have the student draw a number line with one end labeled 0 and the other labeled 1.
Say: This problem asks us to divide one by four. So, we will divide this number line into four equal parts. Guide the
student to draw in marks and labels for fourths so that the line shows 0, 41 , 42, 43, 1. Discuss that in the expression
·· ·· ··
1 4 4, only one part of the whole is being counted. Guide the student to shade along the number line from 0
to 14 to show the division of 1 by 4. Then show the student how to write an equation to model the problem. (1 4 4 5 14 )
·· ··
Write “3 4 4” on the board. Discuss that three wholes are being divided by 4. Have the student draw another
number line to 3 and divide each whole into fourths. Remind the student that he or she needs to count 14 from
··
each whole. Have the student write an equation to show the problem. (3 4 4 5 34) Repeat with other examples.
··
Write the equations on the board so that the student can begin to see the pattern that emerges. (The number of
equal parts is the denominator. The number of wholes is the numerator.)
Go Further!
Draw a model to represent a fraction less than 1 as a quotient. Write a division and a multiplication
equation for your model. Exchange papers with your partner to check.

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Interpreting Fractions as Division I Page 1 of 2 Number and Operations—Fractions | Level 5 1 Copying permitted for classroom use. Grade 5 Lesson 18 1 Copying permitted for classroom use.

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©Curriculum Associates, LLC  Copying is not permitted. Lesson 18  Fractions as Division 388b