Grade 6 Mathematics, Quarter 1, Unit 1.

Division of Fractions
Overview

Number of Instructional Days:

Content to Be Learned Use visual and/or fraction models to illustrate the division of fractions. Solve word problems and equations involving fractions.

13

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated 2. Reason abstractly and quantitatively. Rewrite a word problem as an equation and be able to explain each part of the equation. Rewrite an equation as a situation and be able to explain how the situation matches the equation. Understand the meaning of the problem, not just the algorithm.

Understand the algorithm a/ b c/d = ad / bc. Represent an equation with a situation.

3. Construct viable arguments and critique the reasoning of others. Justify conclusions, communicate them to others, and respond to the arguments of others. Distinguish correct logic or reasoning from that which is flawed.

4. Model with mathematics. Apply division of fractions to everyday situations. Interpret results and determine whether a solution makes mathematical sense. Use models to divide fractions.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

6. Attend to precision. Calculate accurately and efficiently. Use clear definitions in discussion with others. State the meaning of ratios and rates and unit rates. Use correct label units.

Essential Questions How can you model the division of fractions? What does the model show you? How do you divide a fraction by a fraction? How can division of fraction be related to multiplication of fractions? What is a real-life situation that uses division of fractions? Illustrate the situation with a model or diagram.

Written Curriculum
Common Core State Standards for Mathematical Content The Number System 6.NS

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 3/4cup 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?

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Common Core Standards for Mathematical Practice 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argumentexplain what it is. Elementary students can construct a rguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing
Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Clarifying the Standards Prior Learning In grade 3, students developed an understanding of fractions by using fraction models to represent parts of a whole. In grade 4, students developed an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. In grade 5, they developed fluency with addition and subtraction of fractions and developed an understanding of multiplication of fractions; they also learned division of whole numbers by unit fractions and divided unit fractions by whole numbers. Current Learning This is a major cluster according to PARCC and a critical area according to the CCSS. Students continue to develop the concept of dividing with fractions 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. Future Learning Students will apply and extend this concept of multiplying and dividing fractions to all rational numbers. They will solve real-world mathematical problems using mathematical expressions and equations.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Additional Findings According to Focal Points, students extend their understanding of operations with properties to rational numbers, including negative numbers (p. 37). According to the PARCC framework, applying and extending previous understandings of multiplication and division to divide fractions by fractions is a major cluster (p. 30). According to Principles and Standards for School Mathematics , students should select appropriate methods, tools, and algorithms for computing with fractions. They should understand the meaning and effects of fractions (p. 393). The book also states that students should deepen their understanding of fractions and they should become proficient in using them to solve problems (p. 215).

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014