6NS-Apply+and+extend+previous+understandings+of+multiplication+and+division+to+divide+fractions+by+fractions

6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. //For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples.// || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * Make sense of problems and persevere in solving them.
 * Reason abstractly and quantitatively.
 * Construct viable arguments and critique the reasoning of others.
 * Model with mathematics.
 * Look for and make use of structure.
 * Look for and express regularity in repeated reasoning. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking: Applying, Analyzing**=== ||

In 5th grade students divided whole numbers by unit fractions and divided unit fractions by whole numbers. Students continue to develop this concept by using visual models and equations to divide whole numbers by fractions and fractions by fractions to solve word problems. Students develop an understanding of the relationship between multiplication and division.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can..apply and extend previous understanding of multiplication and division to divide fractions by fractions.**===


 * I can divide fractions.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary:**
Reciprocal, Multiplicative Inverse,Visual Fractions Models.

||  ||
 * **Reciprocal **
 * To get the reciprocal of a number, just divide 1 by the numberExample: the reciprocal of 2 is 1/2 (half)Every number has a reciprocal except 0 (1/0 is undefined)The reciprocal is shown as 1/x, or x-1If you multiply a number by its reciprocal you get 1Example: 3 times 1/3 equals 1 ||

Another name for Reciprocal.Another name for Reciprocal.When you multiply a number by its "Multiplicative Inverse" you get 1.Example: 8 × (1/8) = 1 ||  ||
 * **Multiplicative Inverse **

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**

 * Daily Spiral Review**
 * Signaling**
 * Questioning**
 * Teacher Observation**
 * Thinkgate**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation :**

Use of manipulatives, models, move from concrete to abstract models Teaching the Common Core Math Standards with Hands-On Activities: Modeling Division of Fractions (page 9) Quantiles 1
 * Use of word problems with multiple operations. **
 * Use of word problems to solve for an unknown value. **
 * Use of thinking maps for sequencing. **

Guidelines for Writing Better Word Problems
 * 1) Have them do something.Ask them to figure out something that would force them to get up and/or look around the room to find or get closer to an answer. This gets them involved and engaged immediately, because it's not something they would be asked to do on a standardized test question.
 * 2) It's all about them.As I've said many times, all teenagers have one thing in common: they want you to think about them. Sometimes this means demonstrating your keen awareness of them through the relevant questions you ask. This can take on many forms, but you can start with what their concerned about in their lives: school, cell phones, music, cars, movies, their boyfriend/girlfriend, other friends, etc.
 * 3) Spark a discussion.Don't shy away from a challenging or controversial topic if it will get them thinking mathematically. That discussion might make your lesson one of the more memorable ones of the year, and that's rarely a bad thing.
 * 4) Money, money, money.The easiest connection to make with most math topics is to money issues. Textbook and test makers rely on this as well, so its up to you to differentiate your questions from theirs by applying the other guidelines here.
 * 5) Connect math to the real world. Just keep in mind that their world and your world aren't really the same thing, so think about things from their perspective (see #2). Make references to local people, places and things or situations they themselves or their family currently or will soon face.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * multiplication of fractions**

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources:**===

Mathematics Station Activities for Common Core State Standards Grade 6 (page 44) Carnegie Learning: Chapter 3 DPI Indicators: Pages 14-17 DPI Strategies: Multplying and Dividing Square Puzzle (page 16) Dominoes for Multiplying and Dividing Mixed Numbers (Page 16) Recipe Workout (page 19) Rational Numbers Operations II (page 20) Modeling Fraction of a Number (page 17) Dividing Fractions Foldable (Student Copy ) Dividing Fractions Foldable (Teacher Copy) Dividing Fractions Graphic Organizer Practice 1


 * Video on Dividing Fractions**

media type="custom" key="19400334"
Poem on Dividing Fractions

media type="custom" key="19402664"

Dividing Fractions 10 problems fractions divide Notes/Examples 6-Day Fraction unit

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===