Module 2 lesson 3
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This document is a lesson plan on dividing fractions by fractions. It includes student learning outcomes of using visual models like fraction bars and area models to divide fractions with common denominators. It connects division of fractions to multiplication of fractions. The lesson contains examples of dividing fractions using models, along with exercises for students to practice. It emphasizes that the division of fractions asks how many times the divisor goes into the dividend.
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This document outlines a lesson plan for teaching students how to divide fractions. It includes examples of dividing fractions using visual models like number lines and tape diagrams. The lesson covers dividing fractions with different denominators and discusses whether the quotient can be a whole number or larger than the original fraction. Students will complete practice problems, group work, and an exit ticket assessment to check their understanding of dividing fractions.
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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.
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This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
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This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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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.
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This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
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This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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This mathematics lesson teaches students how to interpret division of a whole number by a fraction using visual models. It provides two examples of sharing amounts of food equally among friends. Students are asked to rewrite division word problems as multiplication and model the answers using diagrams of fractions. Exercises ask students to practice this for various division scenarios involving fractions.
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This document provides examples and exercises for interpreting and computing division of fractions. It includes examples of dividing fractions by fractions, with models drawn to support the answers. Students are asked to rewrite division problems as fractions and draw models representing the division. The goal is for students to understand how to divide fractions using visual models and be able to represent fraction division with drawings.
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This document contains a multi-part math exam review with multiple choice and short answer questions. It provides practice problems covering topics like geometry, ratios, equations, expressions, and word problems. The review is designed to help students prepare for their math final exam.
Final exam review sheet # 1 2015
This document contains a review sheet for a math final exam. It includes multiple choice and short answer questions covering topics like geometry, algebra, ratios, and word problems. It also provides the answers to the multiple choice section. The short answer questions require showing work and include problems finding areas, writing equations, comparing ratios, and solving word problems involving money.
Lessons 12 13 merged
This document contains a math lesson on calculating the volume of rectangular prisms. It provides examples of three rectangular prisms with different heights but the same length and width, and has students write expressions for the volume of each. It then has students recognize that these expressions all represent the area of the base multiplied by the height. Students are asked to determine the volumes of additional prisms using this area of base times height formula.
Mod 5 lesson 12 13
This document contains notes from a math lesson on volume. It discusses determining the volume of composite figures using decomposition into simpler shapes. Students will practice finding the volume of various objects. The document contains examples of area problems and notes for students to solve.
G6 m5-c-lesson 13-t
1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
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Module 2 lesson 3
- 1. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 1 November 26, 2014 Aug 265: 55 PM Lesson 2 Homework Review
- 2. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 2 November 26, 2014 Dec 37: 19 AM
- 3. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 3 November 26, 2014 MODULE 2 Arithmetic Operations Including Division of Fractions Topic A: Dividing Fractions by Fractions Lesson 3: Interpreting and Computing Division of a Fraction by a Fraction—More Models Aug 265: 45 PM Student Outcomes § Students use visual models such as fraction bars and area models to show the division of fractions by fractions with common denominators. § Students make connections to the multiplication of fractions. In addition, students understand that the division of fractions require students to ask, “How many groups of the divisor are in the dividend?” to get the quotient.
- 4. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 4 November 26, 2014 Opening Exercise Draw a model to represent 12 ÷ 3 Nov 172: 28 PM
- 5. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 5 November 26, 2014 Nov 172: 29 PM How could we reword this question? 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?
- 6. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 6 November 26, 2014 Nov 172: 29 PM 8 9 ÷ 2 9 Example 1 = Draw a model to show the division problem.
- 7. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 7 November 26, 2014 Nov 172: 29 PM Example 2 9 12 ÷ 3 12 =
- 8. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 8 November 26, 2014 Nov 172: 29 PM Example 3 7 9 ÷ 3 9 =
- 9. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook 9 November 26, 2014 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? Nov 172: 29 PM
- 10. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 10 How are Example 2 and Exercise 1 similar? Example 2: Exercise 1: =3 =3 What conclusions can you draw from these observations? When the dividend and divisor are scaled up or scaled down by the same amounts, the quotient stays the same. Nov 172: 28 PM
- 11. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 11 Nov 172: 28 PM 2.
- 12. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 12 Dec 47: 25 AM 3.
- 13. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 13 Dec 47: 25 AM 4.
- 14. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 14 Dec 47: 25 AM 5.
- 15. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 15 Dec 47: 26 AM 6.
- 16. Module 2 Lesson 3 Interpreting and Computing Division of a Fraction by a November Fraction—26, More 2014 Models.notebook 16 Aug 268: 21 PM Closing Please take out your exit ticket for Lesson 3, close your binder, and complete the exit ticket. This will be collected.