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1
2
. Using words explain what this problem means. Restate your
explanation with common denominators then solve the problem. Draw pictures first and then
write number sentences.
The Common-Denominator algorithm relies on the measurement or repeated subtraction
concept of division.
are in
?
Restated with common denominators: How many sets of
are in
2. Now try 1
2
3
3
4
using the common-denominator approach.
4
3
3
5
4
3
3
2
1
1
2
12
9
12
20
9
2
=
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Sixth Grade Mathematics Unit 1
MATHEMATICS GRADE 6 UNIT 1: Number SystemFluency
Georgia Department of Education
Dr. J ohn D. Barge, State School Superintendent
J uly 2014 Page 101 of 156
All Rights Reserved
3. Complete the following set of problems using the methods we have been using for the last
several days. Make a table of your answers to each and look for a pattern.
3
1
2
= How many servings of
1
2
in 3 containers?
5
1
4
= How many servings of
1
4
in 5 containers?
3
3
4
1
2
= How many servings of
1
2
in 3
3
4
containers?
6
1
3
= How many servings of
1
3
in 6 containers?
8
1
5
= How many servings of
1
5
in 8 containers?
Students should notice that they are multiplying by the
denominator of the second fraction. For example, in the first
example, a student might say, You get two for every whole
container, so 2 x 3 is 6.
4. Now try this set of problems. Use the results from your first table to help you.
5
3
4
6
2
3
8
2
5
5. Compare your responses from the second set of problems to the corresponding problems in
the first set. What do you see?
Notice that if there are 40 one-fifths in 8, then when you group the fifths in pairs (two-fifths),
you will have half as many 20. Stated in servings, if the serving is twice as big, you will have
half the number of servings. Similarly, if the fraction is
3 6
5 20
6 18
8 40
Serving
Size
# of
Containers
# of servings
6 9
8 20
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Sixth Grade Mathematics Unit 1
MATHEMATICS GRADE 6 UNIT 1: Number SystemFluency
Georgia Department of Education
Dr. J ohn D. Barge, State School Superintendent
J uly 2014 Page 102 of 156
All Rights Reserved
6. Finally, try this partitioning problem:
You have 1
1
2
oranges, which is
3
5
of an adult serving. How many oranges (and parts of oranges)
make up 1 adult serving?
One-third of the oranges or one-half of an orange (notice you are dividing by the numerator)
is equal to one-fifth of an adult serving. To get the whole serving you multiply one-half by 5
(the denominator) to get
1
2
. Using words explain what this problem means. Restate the
expression with common denominators then solve the problem. Draw pictures first and then
write number sentences.
2. Now try 1
2
3
3
4
using the common-denominator approach.
3. Complete the following set of problems using the methods we have been using for the last
several days. Make a table of your answers to each and look for a pattern.
3
1
2
= How many servings of
1
2
in 3 containers?
5
1
4
= How many servings of
1
4
in 5 containers?
3
3
4
1
2
= How many servings of
1
2
in 3
3
4
containers?
6
1
3
= How many servings of
1
3
in 6 containers?
8
1
5
= How many servings of
1
5
in 8 containers?
4. Now try this set of problems:
5
3
4
6
2
3
8
2
5
Georgia Department of Education
Common Core Georgia Performance Standards Framework Teacher Edition
Sixth Grade Mathematics Unit 1
MATHEMATICS GRADE 6 UNIT 1: Number SystemFluency
Georgia Department of Education
Dr. J ohn D. Barge, State School Superintendent
J uly 2014 Page 104 of 156
All Rights Reserved
5. Compare your responses from the second set of problems to the corresponding problems in
the first set. What do you see?
6. Finally, try this partitioning problem:
You have 1
1
2
oranges, which is
3
5
of an adult serving. How many oranges (and parts of oranges)
make up 1 adult serving?