Division of Fractions (2 of 3)

Missy Bristol

1

Warm Up

How many halves, (1/2), are there in an eighth, (1/

OBJECTIVE: Students Will Be Able To… compute quotients using visual fraction models as representations of quantities involved with divisional fraction problems.

Agenda10

1) How many thirds, (1/3), are there in a fifth, (1/5)?

A) Equation_________________B) Quotient greater than or less than 1?

____________

2) A metal pole is 10 ½ feet long. How many pieces can be cut from the pole if each piece is to be seven eighths (7/8) of a foot?

A) Equation_________________B) Quotient greater than or less than 1?

____________

15

13

Less than 1

10 12

78

Greater than 1

Lesson Vocabulary and Language Objectives

Agenda11

Word Definition Example/Symbol

Visual Fraction Model

A representation of a fractional quantity

12

Launch 1 – Constructing Fractional Models

Agenda12

Although other shapes, like circles, can be used in modeling, we are going to use horizontal rectangular visual models for our fractions.

34 Denominator represents how many “spaces” you need in your

rectangle, in this case 4 spaces make 1 whole rectangle

Numerator represents how many of the spaces are “filled.”

It takes 4 – fourths to make a whole. In this

case you have 3 – fourths.

Explore 1 – Make some models

13

Agenda

25

49

113

1) Why are all the rectangles the same initial size?

2) Why might drawing the models be helpful?

3) What might make it difficult to draw a model?

14

Launch 2A – Using models to divide

Agenda

34

18

6 12

34

56

holds/contains exactly 6… eighths34

Notice how cutting ¾ into eighths made this easier.

Why is the quotient greater than 1?

15

Launch 2B – Using models to divide

Agenda

12

56

35

12

holds/contains exactly of35ths

Won’t Fit

56ths

Why is the quotient less than 1?

Notice how cutting ½ into sixths made this easier.

16

Explore 2 - Draw it, Solve it, Share it

Agenda

23

16

Will the quotient be greater than or less than 1?

Greater

holds/contains exactly 4… sixths23

Notice how cutting 2/3 into sixths made this easier.

17

Explore 3 - Draw it, Solve it, Share it

Agenda

A movie theater can only hold one fourth (1/4) of the school’s students. Three eighths (3/8) of the school went to the movies hoping to get tickets. What fraction of the students that went to the movies got tickets? Use visual models to solve.

Movie Theater

StudentsFit

School’s Students

Want Tickets

14

38

1438

Whole that want tickets

Part students that fit

*Hint Box*

23

Assessment

18

Agenda

Name:__________ Key to Leave

1 of the following problems involves division of fractions. Circle and solve that problem only. Use visual fraction models.

A) Erika has (7/8) of a cake and Rob has (1/4). How much more cake does Erika have?

B) Joe wants to make pieces of string that are (1/4) inch and has a string that is (7/8) inches long. How many pieces can he make?

C) Stevie has (1/4) of the money and Renee wants (7/8) of his money. How much of the total money does Renee have?