![]() Tell the students the table assignments are already listed on the board. Students will be separated into five groups, however there are only three different worksheets. ![]() Explain that we will be continuing to practice working with these problems.Ģ. Have the children solve 4 ÷ 2/3 to check for understanding.ġ. Tell to the students to use the “Keep, Change, Flip” model to solve all division problems with fractions.ġ2. Rewrite the equation 2 ÷ ½ to 2 x 2/1 and solve with the students using their knowledge of how to multiply fractions. Tell the students the way to solve fraction division problems is to use the model “Keep, Change, Flip” You keep the first number, change the division sign to a multiplication sign, and flip the second number to get the reciprocal.ġ0. Explain that you find the reciprocal of any fraction by simply flipping the numerator and the denominator.ĩ. Explain that it is 2/1 because when you multiply ½ x 2/1 you get 1. Ask the students what the reciprocal of ½ is. However, multiplication and division have an inverse (reverse) relationship, so we must use reciprocals (two fractions whose product is 1) to solve.Ĩ. As previously suggested, we can use multiplication to help us solve this division problem. (2 ÷ ½) Explain that this is the equation because we will be trying to find out how many ½ there are in 2.ħ. Ask the children what the equation would be. Explain that in addition to using diagrams/manipulatives and multiplication to figure the answer to the problem, we can use division of fractions to solve the problem.Ħ. Ask the students what fraction one piece of cracker represents out of the full cracker. How many pieces of cracker will each be divided into? (2)Ĥ. How many graham crackers are there? (2) ![]() How many pieces of graham cracker can be made from two full crackers? (4 pieces)Ģ. Give the students time to work and explain that they should use the graham crackers to visually figure out the answer to the question.ģ. Next, have the students share their answers and explain how they came to that conclusion. ![]() Each cracker can be cut into two equal pieces to make a sandwich. Once every student has two crackers, pose the problem: Often while camping, people make s’mores, which are sandwiches made with graham crackers, chocolate bars, and marshmallows. Mini-Lesson/Active Engagement: 10-15 minutesġ. Has anyone ever had s’mores before?ģ. Hand out two graham crackers to each student and explain that they are not to eat the crackers yet. Explain to the students that we will be learning how to use our knowledge of how to multiply fractions to divide whole numbers by fractions.Ģ. Ask if any of the children have ever been camping. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.Ĭ.5.NF.B.7b Interpret division of a whole number by a unit-fraction, and compute such quotients.ġ. Teaching Point: Students will divide whole numbers by fractions. ![]()
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