Then, remind the class that when we ask how many of something is in something else, that is a division situation e. They will forget to find their common denominator or they may not be able to read the model.
Students will confer with partners to see if their models and results are the same. Students should recognize the word of as an indication to multiply. Give each student a freezer pop use pops with two sticks and ask if they have ever eaten one.
Fraction tiles could be used to help struggling students manipulate and visualize dividing by fractions. Write this statement on the board, "I know how to multiply fractions, I understand their meaning, and I could teach my neighbor how to multiply fractions.
Correct students who state finding a common denominator is necessary to multiply fractions. Select an arbitrary nonzero bar, determine the amount you would receive if the shaded amount was shared equally with another person, and compute the quotient of the fraction for the bar divided by 2.
Multiply Have a good time x on your boat. Photo courtesy of Herb Moyer. If they did not solve it correctly, students can make adjustments at that time. Ask for illustrations and discuss.
How will the teacher assist students in organizing the knowledge gained in the lesson? How many whole rectangles did you start with? Each problem in the NHT asks the students to write a division problem and model their thinking.
Another type of question involves the idea of sharing: Once again students should be multiplying second denominator by first numerator, then dividing by product of first denominator and second numerator. These students will not know how to start on their own.
Students will discover the algorithm from these examples and solve problems using fractions.
Then divide the shaded amount in half, label the amount you each receive, and write the corresponding division equation. During direct instruction and guided practice, students will be working in pairs. Asking questions such as, is our problem ready for division by having common units?
What prior knowledge should students have for this lesson? How would you write a mathematical sentence to represent the model you have drawn? Ask students to split the pops in half and have a student count the total number of halves. Student should note that they are smaller.
Then ask if they had eaten the entire freezer pop or split it in half. When we have common units what can we eliminate? This will also help them when we start to look at division word problems.
Place students in pairs and pose another situation. I want them to go back and look at their problem and see if they notice that each time they divide, their quotient becomes larger.
Ask students if they notice anything about the size of the ten pieces compared to the original 5 freezer pops. How will the teacher present the concept or skill to students?Lab 9-Page 1 Lab 9 Division Models for Fractions Objectives: 1.
Given any sentence of the form c ÷ (a/b) = _____ where a, b & c are whole numbers with b nonzero, the teacher will model a solution with wooden blocks and Cuisenaire Rods. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction.
Fraction Division (with Models) Page 79 Answer Key 1. 8 2. 4 3. 2 4.
2 5. 12 6. 16 7. 4 Fraction Division To divide two fractions, problem solvers multiply the first fraction by the want to have students write and label the reciprocal of each divisor before they begin each problem.
Each of the equations for addition and subtraction have three blanks for placing fraction bars, and each of the equations for multiplication and division have two blanks for placing bars, with whole numbers printed for the multiplier and quotient.
Homework Help | Pre-Algebra | Fractions: · Adding and subtract- ing fractions · Multiplying fractions · Dividing fractions · Multiplying mixed numbers · Dividing mixed numbers: First Glance: In Depth: Examples: Workout: Dividing fractions.
standing of the part-whole model for fractions and their ability to name fractional parts when the unit changed.
The story problems we used were based on a measurement model for division. Most textbooks tend to use a measurement model for division (van de Walle ).
Similar contexts can be used to write both measurement and partitive .Download