This document contains notes and examples for a math lesson on dividing fractions. It includes steps for setting up word problems involving division, such as choosing an interpretation, drawing a model, finding the answer, choosing a unit, and setting up a situation. Two examples are provided that show worked out division problems and ask students to create their own unique word problems using the same numbers. The document also reviews partitive versus measurement division and asks students to practice generating their own division story problems using different units with a partner.

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Lesson 5 Homework Review
Step 1: Decide on an interpretation: measurement model
Step 2: Draw a model
Step 3: Find the answer: There are eight 3/4 in 6.
Step 4:Choose a unit: pieces of wood
Step 5: Set up a situation: Rachel has a 6-foot piece of wood. She had
to cut shelves that were 3/4 foot long. How many shelves could she cut
from the 6-foot board?
Aug 26­5:
55 PM

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Dec 3­7:
52 AM

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59 AM

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Step 1: Decide on an interpretation: measurement model
Step 2: Draw a model
Step 3: Find the answer: There are two and half in .
Step 4:Choose a unit: pieces of wire
Step 5: Set up a situation: There are 12 inches in a foot. A piece of wire
is 5 inches ( foot) long. Hector needs to cut pieces of wire that are
2 inches ( foot) long. How many can he cut?
Dec 9­7:
04 AM
5
12
2
12
5
12
1
6
#2.

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MODULE 2 Arithmetic Operations Including
Division of Fractions
Topic A: Dividing Fractions by Fractions
Lesson 6: More Division Stories
Aug 26­5:
45 PM
Student Outcomes
§ Students demonstrate further understanding of division of fractions when they create their own word problems.
§ Students choose a partitive division problem, draw a model, find the answer, choose a unit, and then set up a
situation. Further, they practice trying several situations and units before finding which are realistic with given
numbers.

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Dec 1­6:
39 PM
Partivive Division:
(PS)
looking for the size of your group
Measurement Division:
(MN)
looking for the number of groups
6 ÷ 2
give counters one at a time
to each group until the
counters are gone, and the
groups all have the same
amount
make a set of 2 from the
6 counters, and then
continue making sets of 2
until all of the counters
are used

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§ Partitive division is another interpretation of division problems.
ú We know that when we divide a whole number by a fraction, the quotient will be
greater than the whole number we began with (the dividend). This is true regardless
of whether we use a partitive approach or a measurement approach.
ú In other cases, we know what the whole is and how many groups we are making
and must figure out what size the groups are.
Nov 17­2:
28 PM

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Step 1: Decide on an interpretation: partitive division
Step 2: Draw a model
Nov 17­2:
29 PM
Step 3: Find the answer
Step 4:Choose a unit
Step 5: Set up a situation
50 ÷ 2
3
Example 1

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Exercise 1
Using the same dividend and divisor, work with a partner to create your own
story problem. You may use the same unit, dollars, but your situation must be
unique. You could try another unit, such as miles, if you prefer. 50 ÷ 2
Dec 9­7:
32 AM
3

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Example 2
Step 1: Decide on an interpretation: partitive division
Step 2: Draw a model
Nov 17­2:
29 PM
Step 3: Find the answer
Step 4:Choose a unit
Step 5: Set up a situation
45 ÷ 3
8

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Exercise 2
Using the same dividend and divisor, work with a partner to create your own
story problem. Try a different unit. Remember, spending money gives a
“before and after” word problem. If you use dollars, you are looking for a
situation where 3 of some greater number is $45.
Nov 17­2:
29 PM
8

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29 PM

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Aug 26­8:
21 PM
Closing
Please take out your exit ticket for Lesson 9, close your
binder, and complete the exit ticket. This will be collected.