Rebecca Borlik Math Concept: Dividing Fractions Grade 5

CCSS.Math.Content.5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3 .

Big Ideas: There are multiple ways to approach division of fractions in a conceptually coherent way.
Lesson Goal #1: To activate student knowledge about the grouping and sharing interpretation of division.
Open Question: Given the equation 8 2 = 4, come up with a story problem that would illustrate the solution. Be sure to explain your reasoning as to why this story will work with a model or picture. Expected Student Responses o I have 8 cookies and I divide the cookies between my 2 friends. How many cookies will each friend get? (and variations of this sharing interpretation of division). o How many groups of 2 can Ms. Borlik make between the 8 students in study center? (and variations of this grouping interpretation of division). Management Students are working in teams of 3-4 and list ideas as they work. Teacher Questions to Probe Thinking: How many items will you start with? What kind of items are easy to divide into groups? Why are you dividing your 8 items into 2 groups? If you start with 8 items, what size groups would you divide it into? Why? Can you show me your thinking in relation to how you showed your solution? Academic Language Check: Guide students in changing their informal language or playground words into academic language or scholar words. Discussion as a whole class; then groups highlight phrases they used and write new words next to the original ones. Chart the language on poster or word wall as shown below.
Break, separate, split = divide Separate= group share evenly= partition Divide= subtract equally

Debrief: Teacher will facilitate a discussion of the two ways you can divide 8 and 2 to get 4. Student leaders will report their word problem to the class. We will classify the problem in a classification tree Thinking Map .

Summarize what we have learned: Provide students with the following paragraph frame on a strip of paper. Each student completes the frame and tapes in their math journal. They each need to do one, but they can continue to discuss with their group. Remind them to use their scholar words. Have students read their paragraph to a partner. There are two ways to divide 8 by 2. One way is called_____________________. In this way you are ___________________________. An example of this would be to____________________________________. The other way is called_____________________. In this way you are ___________________________. An example of this would be to____________________________________. I prefer to use the ____________________ way because______________________________________. Formative Assessment (Exit Ticket): Write a story problem for 24 interpretation of division. 6. Use the sharing

Lesson Goal #2: Students will use the sharing interpretation of division to divide a fraction by a whole number.
Parallel Lesson: Students will trade homeworks with a member of their group and then they will choose the assignment they prefer. 1. Read the problem, and draw a picture showing your homework problems solution. 2. Read the problem, and solve the problem. Then explain in words how you can get a solution. 3. Read the problem. If it doesnt make sense, write an explanation of why it doesnt make sense and feedback to help your peer. Academic Language Check: Review task completion. Have we used scholar words in any explanation? Did we write in complete sentences? Students self-edit. Debrief: Display a students work from task one and task two on the document camera. Ask the student to explain what he/she did. Explore: Students will use the knowledge gained from the first 1 and lessons to guide them on exploring, discussing, writing a word problem, and interpreting the following problem.
*It is understood that students will have already learned CCSS.Math.Content.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part
when a hole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Instructions: Discuss the following problem with your group. Decide on a word problem that could be used to describe the equation, then solve the word problem. Draw a picture modeling your solution.

Possible Solutions: 4 people are going to share

a pan of brownies. What fraction of the pan will each person get? (or other versions of this word problem) o Each person gets of a pan of brownies.

Other evidence and explanations that may be mentioned: = 12 because 4 one twelfths add up to (4 one twelfths =

Summarize what we have learned: Complete paragraph frame and read to a partner. We have learned about the sharing method of division. We can use the _________ method when ______ fractions by ____________. We will divide the ______________into equal ______________ depending on the_________. We can check our solution by using repeated ___________________ or ____________________. Formative Assessment:
Write a story problem to represent the expression in the box below. Then solve your own problem. Show your work toward the solution with labeled models, numbers, and/or words.

Next steps: Teach students the grouping method of division for dividing whole numbers by fractions. (How many groups of the (fraction) can you take out of the (whole number)? Give students skill practice on using both interchangeably (depending on the problem).