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# G6 m2-a-lesson 4-t

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### G6 m2-a-lesson 4-t

1. 1. Lesson 4 NYS COMMON CORE MATHEMATICS CURRICULUM 6•2 Lesson 4: Interpreting and Computing Division of a Fraction by a Fraction—More Models Student Outcomes  Students use visual models such as fraction bars and area models to dividefractions by fractions with different denominators.  Students make connections between visual models and multiplication of fractions. Classwork Opening Exercise (2 minutes) Begin class with a review of equivalent fractions. Ask each student for a new example of an equivalent fraction. Students need to share how they know that the new fraction is equivalent to the old fraction. Opening Exercise Write at least three equivalent fractions for each fraction below. Be sure to show how the two fractions are related. a. Sample solutions include b. Sample solutions include Example 1 (3 minutes) For the first example, students will be asked to solve a word problem using the skills they used in Lesson 3 to divide fractions with the same denominator.  Molly purchased cups of strawberries. This can also be represented as . She eats cups in a serving. How many servings did Molly purchase? MP. 1  This question is really asking me how many are in two eighths. I can use a model to show that there are Lesson 4: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org or, in other words, to divide eleven eighths by servings in the cups of strawberries. Interpreting and Computing Division of a Fraction by a Fraction— More Models 12/5/13 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 36