Math Concept: Division of Fractions

Grade: 5
th

CCSS Standard: 5.NF.7. Apply and extend previous understandings of division to divide
unit fractions by whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute
such quotients. For example, create a story context for

because

.

Big Idea: Fractions are another representation for division.

Lesson Goal #1: To activate students knowledge about
dividing with fractions.

Open Question: One third of Bobbys marbles are blue. How many marbles could
Bobby have? Draw a picture to represent your thinking.
Expected Student Responses/Drawings:

One out of three marbles are blue.





Two out of six marbles are blue.





Three out of nine marbles are blue.





Management:
Students will be working in groups of four to explore this question.
All students will be expected to record their own drawings, even though they are
allowed to collaborate.


Academic Language Check:
Students will be expected to use academic language while they discover their
solutions.
Students will be expected to speak in complete sentences as they share their
findings.

Debrief: Groups will share thinking with class. Students can use the following sentence
frames to help them share.
If one third of Bobbys marbles are blue, then he could have __________
marbles all together, and ___________ would be blue.
Another possibility could be that Bobby has _________ marbles, and ________
of his marbles are blue.
Bobby could also have __________ blue marbles and ________ total marbles.
In addition to what ________ said, Bobby could have _________ marbles in all,
and ________ of his marbles are blue.


Summarize Learning: Provide the following sentence frame for students to complete
and then glue into their math notebook. Students will be given time to discuss what they
wrote. After completing their sentence frame, students will also be asked to draw a
representation of their findings.

There are many possibilities if one third of Bobbys marbles are blue. Bobby may
have ___________ marbles in all; therefore, __________ of his marbles are blue.
Another way would be that Bobby has ____________ blue marbles, and _______
marbles altogether.

Formative Assessment (Exit Ticket): If Bobby has 15 marbles altogether, how many of
his marbles are blue? Draw a picture to represent your thinking and write an explanation
explaining how you know.


Lesson Goal #2: To deepen students understanding of
division with fractions.

Parallel Tasks: Students will choose which task they prefer to complete.

1. If Bobby had a certain number of marbles and

of them were blue, draw a picture

showing how many marbles he could possibly have and how many would be red.
2. Show the difference between Bobby have

blue marbles and

blue marbles.

Reviewing Academic Language: Did we remember to speak in complete sentences
while sharing our thinking? Did we write complete sentences when explaining our
thinking?

Debrief: As teacher closely observes which tasks students chose and what they are
recording, the teacher will ask specific students to share their thinking and display their
work under the Elmo. After sharing, teacher will guide students in drawing conclusions
about how the number of blue marbles changes depending on the fractional part that are
blue.

Summarize Learning: Students will be given a sentence frame to glue into their
notebook.

If Bobbys blue marbles are

of his total marbles, then he could possibly having

_______________ marbles in all, and ________ blue marbles. This is different
from when Bobby had

blue marbles because __________________________.

Formative Assessment: In thinking about what you have learned over the past two days,
what did you conclude about the difference between Bobby having

blue marbles?