Lets Be Rational 3 Lesson Plan

Objectives:
o Students will be able to divide all combinations of fractions and mixed and whole numbers.
o Students will be able to setup quotient number sentences from word problems.

Common Core State Standards:

o 6.NS.A.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.
o 6.EE.A.2b Identify parts of an expression using mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or more parts of an expression as a single entity.
(Objectives 6, 7, 9, 11)

References:
o TextbookLets Be Rational by Lappan, Phillips, Fey, and Friel. ISBN: 978-0133274424
o Websiteswww.Edmodo.com
https://www.youtube.com/watch?v=8gxtfCZ5eQs - Lesson video
http://www.math-play.com/math-basketball-dividing-fractions-game/math-basketballdividing-fractions-game.html

www.mathxlforschool.com
Prior Knowledge: Multiplication facts, numerator, divisor, dividend.
Vocabulary: Reciprocal
Materials Required:
o Teacher - smartboard, whiteboard, appropriate writing utensil.
o Student Pencil, eraser, textbook, spiral, device (optional)
Introduction:
o Ask students what the lesson video was about and what they learned
Warm-up:
1 1

o
2 3

What are the two methods to divide fractions? (Common denominator and multiply
by the reciprocal)
How can we solve this using the common denominator method? (Use 6 as the
common denominator0
1 1 3 1 2 1
3 2

2 3 3 2 2 3
6 6

() ()

Now that we have common denominators, what is the next step? (only divide the
numerators for the answer)
3 2
3
3 2=

6 6
2

How can we solve this problem by multiplying by the reciprocal? Which number(s)
do we reciprocate? (the dividend, keep the divisor as is)
How do we find the reciprocal of the dividend? (switch the numerator and the
denominator)
How do we re-write the equation so that we can multiply by the reciprocal? (Keep the
divisor as is, change the division sign to multiplication, and reciprocate the dividend)
1 1 1 3

2 3 2 1
Now that we have re-written the equation, how do we solve? (multiply like any other
fractions; multiply the numerators together and the denominators together)
1 3 3
=

2 1 2

Which method has fewer steps to solve? (multiplying by the reciprocal)

Which method has less room for error? (multiplying by the reciprocal)
o Emphasize that multiplying is the better way to divide fractions.

Body: LBR 3.1 & 3.4 in textbook (unflipped classroom)

1
A) 1. How many 8 pound patties can be made out of

7
8

pound of hamburger meat?

o What do we need to know in order to set this problem up? (divisor and dividend)
7
o Which fraction is the divisor? Explain. ( 8 , because it is what is being split into parts)
o The dividend? (

1
8 , because it is the size of parts that

7
8

being split into)

o Write an equation
1 7

8 8
o What would be the better method to use for this problem? (common denominator because the
fractions already have common denominators)
o How do we divide using the common denominator method? (divide the numerators)
7 1
7 1=7

8 8
o We divided the numerators and 7, now what do we do? Put it over the common denominator
7
to make 8 ? (No, you only divide the numerators and have the answer)
o What does the answer mean? (That

1
8

goes into

7
8

1
seven times. That 7- 8

patties can be made)

o Reading the question again, how do we know that we need to divide? (splitting
equal parts, out of are key words)

pound
7
8

into

2. What if we had the same amount of meat, but wanted to make

2
8

pound patties?

Have students work on problem on whiteboard and then solve as a class.

o What do we need to know in order to set this problem up? (divisor and dividend)
7
o Which fraction is the divisor? Explain. ( 8 , because it is what is being split into parts)
o The dividend? (

2
8 , because it is the size of parts that

7
8

being split into)

o Write an equation
7 2

8 8
o Which method would be best for this problem and why? (common denominator because the
fractions already have common denominators)
o How do we divide using the common denominator method? (divide the numerators)
7 2
7
7 2=

8 8
2
o What is our next step? (Thats it, we only divide the numerators)
3. How many patties could be made out of

3
4

pounds hamburger meat if you wanted

1
4

pound patties?
3
2
o How do we set this problem up? ( 4
1
4

is the divisor since its whats being split into parts.

is the dividend since its the size parts the divisor is being split into)

3 1
2
4 4

o What is different about this problem? (it has a mixed number in it)
o Think back to the lesson video, how do we divide mixed numbers? (convert them into
improper fractions)
11 1

4 4
o What is our next step? (use the common denominator method because the fractions already
have common denominators. Divide the numerators for the answer)
11 1
11 1=11

4 4
o What does the answer mean? (That eleven
pounds of meat.

1
4

3
pound patties can be made out of 2 4

B) 1. If there is

3
4

cups of hot chocolate powder, how many drinks can be made if

1
24

cups of hot

chocolate powder is used to make one drink?

Have students work on problem on whiteboard and then solve as a class.
o How do we set this problem up? (
drinks.

1
24

3
4

is the divisor since is being split into equal parts for

is the dividend because that is the size of parts the divisor is being split into)

3 1

4 24

o What method should we use? (multiply by the reciprocal since we the fractions dont already
have common denominators)
o How do we re-write the problem so we can multiply by the reciprocal? (keep the divisor as
is, reciprocate the dividend, and multiply instead of divide)
3 24 72
= =18

4 1
4
o What does the answer mean? (18 drinks can be made)
2. How many drinks can be made if

1
8

cups of hot chocolate powder is used to make one drink?

Have students work on problem on whiteboard and then have a student solve on the whiteboard
and another student explain what the other is doing.
o What is different about this problem? (

1
8

is the dividend)

o How will the answer change? (fewer drinks can be made since more hot chocolate is being
used per drink)
3 1

4 8 (student setup the problem)

3 1

4 8

3
36

(multiply the divisor by the reciprocal of the dividend)

E) Students solve problems on whiteboard while I walk around, checking for understanding.
1.

4
5
o What is different about this problem from the others? (9, whole number)

o How do we divide with whole numbers? (convert it into a fraction by making 9 the
numerator and 1 the denominator)
9 4

1 5

2.

3.

4.

9 5 45
=
1 4 4

(multiply by the reciprocal)

7
1 3
8

15 3

8 1

15 1 15
=
8 3 24

(convert the mixed and whole number into improper fractions)

(multiply by reciprocal)

2 1
1
3 5

5 1

3 5

5 5 25
=
3 1 3

(convert mixed number into improper fraction)

(multiply by reciprocal)

5
1
2 1
6
3

17 4

6 3

17 3 51
=
6 4 24

(convert mixed number to improper fractions)

(multiply by reciprocal)

Closure:
o When is it best to use the common denominator method? (when there are common denominators
to begin with)
o How do you use this method (divide the numerators only for the answer)
o The multiply by the reciprocal method (when there arent common denominators)
o How do you use this method? (keep divisor as is, reciprocate the dividend, and multiply)
o How do we divide mixed and whole numbers? (convert them into improper fractions)

Homework: Study for tomorrows quiz.