Division of Fractions

Grade Level: 5

Content Standards 5.NF.7a-- Interpret division of a unit fraction by a non-zero whole number, and
compute such quotients. (i.e. (1/3) ÷ 4, and use a visual fraction model to show the quotient.)

Learning Objective(s) LO1-- Students will be able to illustrate division of a unit fraction by Assessments A1) Handout (LO1 & LO2)
a non-zero whole number using a visual fraction model. (apply) A2) Check for Understanding (LO1)
Include LO A3) Exit Ticket (LO1 & LO2)
LO2-- Students will be able to explain the meaning and process in being
words of dividing a unit fraction by a non-zero whole number. addressed
(understand)

Materials & Resources Handout

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will… Student will…

Instructional procedure, questions you will What will students be doing?
ask, checks for understanding, transitions, and What evidence of learning will students demonstrate?
evidence of culturally responsive teaching Student-centered learning/opportunities for practice and application.
practices.

Opening 1. Greet students as they come in; 1. Students come in and sit at their assigned group table
20 have handout ready in a stack in
Minutes the center of each table, as well as
 blank paper for their starting
problem and exit ticket.
1
2. Have the problem 6 × 3on the
2.
board for the students to complete 1 1 3 1×3 3 1
as they walk in in order to activate × 3 = 6 × 1 = 6×1 = 6 = 2
6
their prior knowledge.
3. Tell the students the learning 3. Students will keep this in the back of their mind while learning the new
objectives for the day. concepts for today.
4. Have the students move to the 4. Students will grab a marker and whiteboard and sit on the carpet.
carpet and grab a marker and
whiteboard on the way.
5. Pull up the KCF video and have 5. Students will watch the video and think about what to do in order to solve a
the students watch, division problem with fractions.
https://www.youtube.com/watch?v
=uMz4Hause-o
6. Ask the students… 6.
A. Can anyone tell me how we divide A. Keep, Change, Flip
fractions? (remember) 1 1
B. We would keep the 4, change the ÷to a ×, then flip the 2 to a 2.
B. Now, on your whiteboard, write
1
down 4 ÷ 2, how would you KCF
this to make it a multiplication
problem? (understand)
7. Call students by group table to put 7. Students will go by group to put their whiteboard and markers back then will sit
their whiteboard and markers in their seats.
back then sit in their seats.
8. Have the students grab a handout 8. Students will grab a handout from the center of their table.
from the center of their table.
Instruction 1. Have the students work on their 1. Students will watch what I project on the Elmo and copy it down on their
33 own handout while I work on my paper.
Minutes handout on the Elmo.
2. Explain the example problem 2. Students will follow along while I explain how to complete the sample
Mathematically, first we will need to problem.
KCF, then we can multiply straight across.
For the area model, the first thing you
draw is a representation of the first
number of the equation with the pieces cut
vertically.
Numerator = shaded pieces
Denominator = number of pieces the
whole is split into.
You divide this representation of the first
number horizontally into the amount of
pieces the second number in the equation
is. After doing this, we can see that for
my answer, the numerator is the amount of
shaded boxes in one circle and the
denominator is the total number of boxes
we created.
3. Model problem 2 on the handout 3. Students will follow along on their handout and complete the problem.
4. Model problem 3 on the handout 4. Students will follow along on their handout and complete the problem.
5. Scaffold problem 4 with the 5. Students will follow along on their handout and complete the problem.
students
A. Can anyone tell me A. KCF
mathematically what we are going
to do first? (remember)
B. So what will the problem become
after doing this? (understand)
C. How many pieces to we divide our
area model into? (apply)
D. How many pieces do we shade in?
(apply)
E. What do we do next? (remember)
F. From this, what would our answer
be? Is it the same answer we got
mathematically? Why? (analyze)
6. Have the students go on in their
groups and complete problems 5-7.
7. Walk around and observe how the
students are doing and
communicating with one another.
8. Check for Understanding (A2)
A. In the area model, what is the first
thing that you draw? (remember)
Numerator = shaded pieces Denominator = number of pieces the whole is split
into.
B. What is the second step?
(remember)
C. From this picture, what becomes
your numerator for the answer?
(understand)
D. What becomes the denominator for
B. A multiplication problem
C. 6 pieces
D. 1 of the 6 pieces
1
E. Next, we divide this representation of 6 horizontally into 8 pieces.
1
F. Our answer is 48, yes, because we are finding the same problem in two different
ways.
6. Students will work together to solve the problems mathematically and with an
area model. If the students have questions they will ask each other before
asking me.
8.
A. The first thing you draw is a representation of the first number of the equation
with the pieces cut vertically.
B. You divide this representation of the first number horizontally into the amount
of pieces the second number in the equation is.
C. My numerator for my answer is the amount of shaded boxes in one circle.
D. My denominator is the total number of boxes created.
 the answer? (understand)
9. Have the students complete 9. Students will work together to solve the problems. If the students have
problems 8 and 9 in their groups questions they will ask each other before asking me.
10. Walk around and observe how the 10. Evidence of student learning is listed on the answer key attached.
students have done on their
handout (A1)

Closure 1. Have the group leader collect all 1. Students will sit in their seats and hand their handouts to the group leader at
7 the handouts at their table, then the their table. The group leaders will then give me the handouts.
Minutes group leader's hand them to me
2. Ask… 2.
What did you learn from today? How to divide fractions, KCF, use an area model, etc.
What was something you struggled with? Area model, KCF, questions 8 and 9, etc.
3. On a blank piece of paper, write 3.
your name on it and solve ⅓ ÷ 4
mathematically or using an area
model. Then, explain the process
of dividing ⅓ by 4. (A3)

You need to keep, change, flip, then you are able to multiply 1x1=1 for the
numerator and 3x4=12 for the denominator, which gives an answer of 1/12.
4. Have the students hand me their 4. Students will hand me their exit ticket on the way out.
exit ticket on their way out.
Planned Supports ● Modeling
● Overhead and video
● Area model