Dividing a Whole number by a Fraction

03/7/2018
Standards:
•   California Common Core State Standards Mathematics
o   Number and Operations-Fractions
•   Apply and extend previous understandings of multiplication and division
to multiply and divide fractions.
7.   Apply and extend previous understandings of division to divide
unit fractions by whole numbers and whole numbers by unit
fractions.

Instructional Type and Content

•   We will start in a whole group setting during our warmup.
o   The warmup will be centered around finding the closest estimate.
•   We will continue in a whole group setting while discussing prior knowledge and learning the
basics of dividing whole numbers by fractions.
o   Students will share any prior knowledge they might have about dividing whole
numbers.
o   Students will take notes on how to represent the division of whole numbers by
fractions.
•   After, we will move into group work where students will work in pairs and small groups
practicing dividing whole numbers by fractions.
•   Finally, students will work independently on an exit ticket to demonstrate their level of
proficiency.

Classroom Background
•   There are 24 students currently in my 5th grade classroom. One ELL student (early advanced).
Students have accomplished multiplying a fraction by a whole number, multiplying a whole
number by a fraction, multiplying whole numbers by fractions and mixed numbers, multiplying
fractions by fractions, and using arrays for multiplying fractions. This will be there first lesson
in terms of division and fractions.

Goals/Anticipated Outcomes
•   Students will use representations to solve problems involving dividing whole numbers by a
unit fraction.

Materials/Resources
•   Resources include Investigations 3 Grade 5 curriculum guide, Investigations 3 Grade 5 student
workbook, and dividing whole numbers by fraction notes (self-created).
•   Materials include a smart T.V. in which both math warmups and curriculum are presented on,
write and wipe boards/markers in which students do their warm up questions on, dividing
whole numbers by fractions classwork, dividing whole numbers by fractions exit ticket,
dividing whole numbers by fractions homework.

Warmup: (10 min)

o   Without solving the problem, find the closest estimate 3/11 x 268.
o   *Provide wait time
o   Without solving the problem, find the closest estimate 78 x 13 3/12.
 o   *Provide wait time

Intro (Check for Prior Knowledge) (5 min)

•   “Today we are going to work on dividing whole numbers by fractions.”
•   “But before we get into dividing fractions, what does it mean to divide whole numbers?”
o   “What does it mean to divide 6 by 2”
§   If doesn’t get brought up: “How many groups of two are there in six?”

Lesson (20 min)

•   Students will take notes in their math notebooks:
o   Our first step in dividing whole numbers by fractions is to ask yourself, “How many
parts are in the whole number?”
o   Make a model by drawing the number of wholes you have and split each whole into
the amount of pieces you are given.
o   Count how many groups are now in each whole.
•   Group practice: 6 ÷ ½ , 5 ÷ 1/5 , 3 ÷ 1/5 (Word problem)

Class Activity (30 min)

o   Students will work on dividing whole numbers by fractions by doing:
§   Workbook practice Page. 460 & 461
Extensions
•   If students finish the dividing whole numbers by fractions practice students will complete:
o   Daily practice Page. 462
o   While this isn’t practice of dividing whole numbers by fractions, it is daily practice of
basic skills that are essential in fifth grade curriculum.
o   This daily practice page is paired with this lesson in my classroom’s curriculum that
we follow.

Assessment
•   Exit ticket: (10 min)
o   To check for the immediate level of understanding, students will do one division of
whole numbers by fractions problem before leaving for lunch.
•   4 ÷ 1/7
•   Homework
o   For reinforcement, students will complete dividing whole numbers by fractions
workbook Page. 463.

ELL Adaptations
•   Even though my one ELL student is early advanced:
o   I have my ELL student sitting next to a standard English learner who helps make small
clarifications.
o   Visual demonstrations in the math notes will also support my ELL Student.
Resources
•   California Common Core State Standards Mathematics
•   California English Language Development Standards
•   Investigations 3 Grade 5 curriculum guide
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