This document is a lesson plan on interpreting and computing division of fractions by fractions. It includes examples of drawing models to represent fraction division problems, such as fraction bars. Students are asked to rewrite division problems as word problems and draw models to support their work. The lesson emphasizes using visual models to divide fractions with common denominators and understanding division of fractions as asking how many times the divisor goes into the dividend. Students complete exercises drawing models for fraction division problems and are assessed through an exit ticket.

1. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.no
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please complete & hand in
exit ticket 2
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Lesson 2 Homework Review
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MODULE 2 Arithmec Operaons Including
Division of Fracons
Topic A: Dividing Fracons by Fracons
Lesson 3: Interpreng and Compung Division of
a Fracon by a Fracon—More Models
Student Outcomes
§
Students use visual models such as fracon bars and area models to show the division of fracons by fracons with
common denominators.
§
Students make connecons to the mulplicaon of fracons. In addion, students understand that the division of
fracons require students to ask, “How many groups of the divisor are in the dividend?” to get the quoent.
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5. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.no
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Opening Exercise
Draw a model to represent 12 ÷ 3
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How could we reword this queson?
If we divide 12 into three groups of equal size, what is the size of each group?
If we divide 12 into groups of size 3, how many groups would we have?
If I have 12 chickens and I put 3 chickens in each cage, how many cages will I need?
If I have 12 flowers and I place 3 flowers in each vase, how many vases will I need?
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7. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.no
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Example 1
Draw a model to show the division problem.
8
÷ 2 =
9
9
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Example 2
9
3
÷
12
12 =
8

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Example 3
7
9
÷
3
9 =
9

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Exercises 1–6
For the following exercises, rewrite the division problem. Then be sure to draw a model to support your answer.
1.
How many fourths are in three fourths?
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How are Example 2 and Exercise 1 similar?
Example 2:
=3
Exercise 1:
=3
What conclusions can you draw from these observaons?
When the dividend and divisor are scaled up or scaled down by the same
amounts, the quoent stays the same.
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2.
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3.
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4.
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5.
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6.
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Closing
Please take out your exit ticket for Lesson 3, close your
binder, and complete the exit ticket. This will be collected.
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