Why do we divide fractions the way we do? This lesson includes colorful PowerPoint notes, corresponding scaffolded student note sheets, teacher notes, student practice sheet and answer key. Teacher notes explain the "why" we divide fractions the way we do.

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Dividing Fractions Math Pennant Activity

Total Pages

27 pages

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Included

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Standards

to see state-specific standards (only available in the US).

CCSS5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS6.NS.A.1

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (𝘢/𝘣) ÷ (𝘤/𝘥) = 𝘢𝘥/𝘣𝘤.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

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