This document provides an overview of dividing whole numbers by fractions using visual models. It introduces dividing fractions by fractions and whole numbers, using examples like sharing trail mix between friends. Students are asked to rewrite division problems as multiplication, and model problems by drawing fraction bars or number lines. The goal is for students to understand that dividing a fraction by a whole number results in a smaller quotient than the original fraction.

1. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
MODULE 2 Arithmec Operaons Including
Division of Fracons
Topic A: Dividing Fracons by Fracons
Lesson 1: Interpreng Division of a Whole
Number by a Fracon—Visual Models
Student Outcomes
§ Students use visual models such as fracon bars, number lines, and area models to show the
quoent of whole numbers and fracons. Students use the models to show the connecon between
those models and the mulplicaon of fracons.
§
Students divide a fracon by a whole number.
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2. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
Opening Exercise
Draw a model of the fracon.
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Describe what the fracon means.
A fracon shows division of the numerator by the denominator. In other
words, a fracon shows a part being divided by a whole. Fracons are
numbers; therefore, they can be added, subtracted, mulplied, or divided.
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3. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
Example 1
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Maria has lb. of trail mix. She needs to share it equally among 6 friends.
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How much will each friend be given? What is this queson asking us to do?
How can this queson be modeled?
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4. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
This is an example of parve division. You can tell because we were given the
original amount of trail mix and how many “parts” of trail mix to make. We
needed to determine the size of each part, where the size of each part is less
than the original amount.
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5. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
Example 2
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Let’s look at a slightly different example. Imagine that you have of a cup of
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frosng that you need to share equally between three desserts. How would we
write this as a division queson?
We can start by drawing a model of two‐fihs.
divide by 3
What does this part represent?
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6. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
Exercises 1–5
For each queson below, rewrite the problem as a mulplicaon queson. Then model the answer.
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7. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
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8. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
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9. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
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10. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
Closing
When a fracon is divided by a whole number, how does the answer compare
with the dividend (the original fracon)?
§
ú
The quoent is smaller than the original fracon
.
Please take out your exit ticket for Lesson 1, close your
binder, and complete the exit ticket. This will be collected.
ALSO: rewrite each problem as a multiplication question.
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11. Module 2 Lesson 1 Interpreting Division of a Whole Number by a Fraction.notebook
December 02, 2013
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