Instructional Manual 
Dividing Fractions Unit 
 

Overview 
This instructional unit is is an eight hour sequence of lessons focused on division of fractions. 
This sixth grade concept is built over six lessons in which students explore how to represent 
division situations using diagrams and moves students towards the more abstract representation 
such as equations and ultimately teaches students the standard algorithm for dividing fractions. 
The unit integrates several technologies to support visual representations and make assessment 
more efficient. 

Goals and Objectives 

Sixth grade students will be able to use visual models and equations to divide fractions. Students 
will solve real world problems by applying their understanding of fractions and division.  

Instructional Strategies 
This instructional plan uses both direct instruction and problem-based learning. The direct 
instruction comes in the form of demonstrating examples and illustrations. Other lessons are 
problem-based in which students explore mathematical concepts through inquiry, analysis, and 
interpretation. The sequence of lessons move students from a concrete understanding of division 
of fractions to an abstract representation using the standard algorithm. Students are provided 
with opportunities to learn with hands-on activities and manipulatives, real world examples, drill 
and practice, and error analysis. 

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Schedule of Learning Activities 

 
 

Assessment 
Formative assessments such as exit tickets and cool downs provide a quick assessment of the 
learning objective for each lesson. Conferring and feedback is another type of assessment that 
will be used. Summative assessments such as a final test will measure the instructional goals of 
the entire unit.  

Materials 
● Pencil 
● Access to a computer with internet 
● Stylus for digital inking 
● Document camera 
● Projector 
● Hard copies of worksheets 

   

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Lesson Plans 
Lesson #1: Creating Diagrams 
Performance Objective: ​Given a real world context statement, draw a tape diagram that 
represents the division situation. The tape diagram is accurately labeled with the dividend, 
divisor, and quotient using the real-world context. 
Resources or Materials Needed: ​worksheet, computer with access to the internet 
Time: ​80 min 
Step 1: Pre-Instructional Activities:  
● Performance objective is written on the board. Teacher will have a volunteer student read 
the objective.  
● Teacher will have students recall what they have learned about diagrams and why they 
are useful to solving problems. 
● Remind students of their prior learning of the difference between discrete diagram and a 
tape diagram. (More efficient to draw a fractional bar/tape diagram than separate circles in 
groups) 
● Review the vocabulary previously learned: Dividend, divisor, quotient  
Step 2: Content Presentation:  
● Teacher demonstrates how to draw a diagram to 
represent a story and labeling the parts of the 
diagram to match the story.  
● Context: Sharing 12 cookies with 4 people 
● Focus is on making equal groups and how the 
diagram can support that.  
Step 3: Learner Participation:   
● Students will explore the GeoGebra applet for tape 
diagrams at ​https://www.geogebra.org/m/tFWNcj4G​ The teacher will give students 
several division situations to model in the applet and students will discuss with a partner 
how the partitions in the diagram connect with the fractions. Ask students to look for 
connections between the equation and the diagram. 
● Students will have a worksheet with 5 problems to practice. 2 problems will give the 
students the situation and an unlabeled, but partitioned diagram and students will label 
the diagram. 3 problems will give the situation and students will draw the corresponding 
diagram and label the parts. There will be a mix of whole numbers and benchmark 
fractions. ​(See Appendix A, Appendix B for answer key) 
● Students can check their work using the GeoGebra applet for tape diagrams at 
https://www.geogebra.org/m/tFWNcj4G​ by inputing the fractions from the expression into 
the applet and compare to their drawings. 

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Step 4: Assessment: ​Students will use Padlet to complete and submit their formative 
assessment. They will go to ​https://padlet.com/MrsEldridgeMath/2fmrn9iac8jv​ and click on the 
“plus” sign to add a note. They will then put their name as the title and draw their diagram. After 
students finish, the teacher will review the posts and determine what level of understanding each 
student has. The teacher will score each diagram using the rubric and make a list of students who 
are below level and plan to target additional support. 

Lesson #2: Writing Equations 

Performance Objective: ​Given a real world context statement, students will be able to write an 
equation that represents the division situation. In one given division question, students will 
accurately interpret the dividend and divisor in the equation. 
Resources or Materials Needed: ​worksheet, exit ticket 
Time: ​80 min 
Step 1: Pre-Instructional Activities:  
● Performance objective is written on the board. Teacher will have a volunteer student read 
the learning objective out loud.  
● The teacher will have students recall from previous grades how every division situation 
can also be written as a multiplication situation. 
Step 2: Content Presentation:  
● Teacher introduces the concept of division as a question of “how many groups of ​this​ is in 
that?​ ” 
● Explain that we will be translating equations into words and words into equations. 
● Demonstrate how to read the diagram as a question of “how many groups of ​this​ is in 
that?​ ” (How many groups of ½ are in 3?”) 
● Explain how the question is translated into a division equation. 
● Then, demonstrate how to write the division equation as a multiplication equation. 
● Lastly, demonstrate how to translate the multiplication equation into a statement such as 
“6 groups of ½ in 3” 
● Demonstrate how to use the equation template ​(See Appendix C) 
Step 3: Learner Participation:   
● Students are given one statement or equation and they have to write the related 
statements and equations on a worksheet. ​(See Appendix D and E) 
● Students will work independently for 7 minutes and then stop and share with a partner 
what they have so far. 
● Students will work for another 10 minutes to complete the worksheet. 

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● The teacher will facilitate a whole group discussion around how the statements and 
equations are related 
Step 4: Assessment:  
Exit ticket: Students will be given one “how many groups of ​this​ is in ​that​?” question and they will 
write a multiplication and division equation that represents the question. Students will use Padlet 
to complete and submit their formative assessment. They will go to 
https://padlet.com/MrsEldridgeMath/mlpcad9f4zl7​ and click on the “plus” sign to add a note. They 
will then put their name as the title and draw their diagram. After students finish, the teacher will 
review the posts and determine what level of understanding each student has. 

Lesson #3: Equal Sized Groups 

Performance Objective: ​Given a division expression and a real world context statement students 
will be able to explain two ways of interpreting the division expression. Within the context of the 
real-world statement, student accurately describes the divisor as representing the number of 
groups and alternately representing the size of each group. 
Resources or Materials Needed: ​bag of jelly beans, worksheet, computer with internet for 
formative assessment on Padlet, slides with sample diagrams. 
Time: ​80 min 
Step 1: Pre-Instructional Activities:  
● Performance objective is written on the board. Teacher will have a volunteer student read 
the objective.  
● Teacher will have students recall what they have learned about diagrams and why they 
are useful to solving problems. 
● Review the vocabulary previously learned: Dividend, divisor, quotient 
● Activate background knowledge of the context the problem is set in. “Have you ever had 
jelly beans? How are they sold? Have you been to a candy store where you can buy by 
the the pound?” Show pictures of a candy store with bulk containers of jelly beans. Have 
a real bag of jelly beans as an example. 
Step 2: Content Presentation:  
● Display the situation “I have 14 lbs of 
jelly beans. I want to put them into 
multiple bags.” 
● Display the two diagrams that 
represent the situation of 14 divided by 
2 
● “What could each of these mean in the 
context of the jelly bean situation?” (14 

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lbs divided into 2 bags of 7 lbs. 14 lbs divided into 7 bags with 2 in each bag.”  
● Give think time and then discuss. 
● Demonstrate how to label the diagrams 
● Display the division equation 14 ÷ 2 =7. “What do the parts of the division equation 
represent in this context?” ( The dividend is the total lbs, the divisor is the number of bags, 
or it could be the lbs in each bag and the quotient is the lbs in each bag or the number of 
bags.) 
● “In this lesson we will be exploring how we can interpret a division different ways 
depending on how we interpret the equal groups” Give instructions. 
Step 3: Learner Participation:  
● Students will have a worksheet with problems to practice. The worksheet will have 
questions that elicit critical thinking and the interpretation of the situations with two 
meanings. Students will make connections between their diagrams and the their 
interpretation of the equation. ​(See Appendix F and G) 
● The teacher will pull a small group of students who were identified as needing support 
according to the data from the entry skills test. The support will be focused on the 
meaning of division and how the diagrams supports the concept of making equal groups.  
● Halfway through work time students will pause and check their work with a partner. They 
will compare diagrams and discuss their interpretations of the situations. Students will edit 
their diagrams as needed based on feedback from their partner. 
Step 4: Assessment: ​A formative assessment will be given at the end of class. The assessment 
will have one problem on it where students will be given a real-world situation and a division 
expression. They will describe the two interpretations of the divisor and label the diagrams to 
support their interpretation. Students will use Padlet to complete and submit their formative 
assessment. They will go to ​https://padlet.com/MrsEldridgeMath/22v4wo47ca4q​ and click on the 
“plus” sign to add a note. They will then put their name as the title and draw their diagram. After 
students finish, the teacher will review the posts and determine what level of understanding each 
student has. The teacher will make a list of students who are below level and plan to target 
additional support. 

Lesson #4: Fraction of a Group 

Performance Objective: ​Given a real world division situation, students will be able to draw a 
diagram write a corresponding division equation. The diagram is correctly labeled and the 
dividend and divisor of the equation is correctly interpreted. 
Resources or Materials Needed: ​worksheet 
Time: ​80 min 
Step 1: Pre-Instructional Activities:  

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● Performance objective is written on the board. Teacher will have a volunteer student read  
● Remind students about how division can have different interpretations such as “how many 
groups” or “how many in each group.” 
● Review tape diagrams 
Step 2: Content Presentation:  
● Present the real world context of “Henry has ½ 
of the amount of flour he needs to make bread. 
The recipe calls for 6 cups of flour.”  
● Have students draw a diagram that represents 
this situation. 
● Ask for volunteers to share their thinking. Ask 
students to point out where their number of 
groups are. 
● We want students to see that Henry doesn’t 
even have a full group so instead of thinking of it 
as a “number of groups” situation, it really is a 
“what fraction of a group?” question. 
● Set purpose: How do we represent a situation and write an equation when we don’t even 
have a full group? 
Step 3: Learner Participation:   
● Students will complete a worksheet with 4 problems where the dividend is less than 1. 
(See Appendix H and I) 
● Students must draw a diagram, label it, and write division equation that models the 
situation. 
Step 4: Assessment: ​Exit ticket with 1 division situation that students will create a diagram and 
write an equation. Students will use Padlet to complete and submit their formative assessment. 
They will go to ​https://padlet.com/MrsEldridgeMath/2fmrn9iac8jv​ and click on the “plus” sign to 
add a note. They will then put their name as the title and draw their diagram. After students finish, 
the teacher will review the posts and determine what level of understanding each student has. 
The teacher will make a list of students who are below level and plan to target additional support. 

Lesson #5: Multiplying by the Reciprocal 

Performance Objective:​​ ​Given a division equation, students will be able to write a corresponding 
multiplication equation using the reciprocal of the divisor. The parts in the multiplication equation 
accurately correspond to the parts of the division equation in 4 out of 5 problems. 
Resources or Materials Needed: ​worksheet 

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Time: ​80 min 
Step 1: Pre-Instructional Activities:  
● Performance objective is written on the board. Teacher will have a volunteer student read  
● Remind students about the connection between multiplication and division. 
● Review tape diagrams 
Step 2: Content Presentation:  
● Display a tape diagram that models 6 divided by ½ 
● Ask students, to come up with a way to find out how many groups of ½ there are without 
counting each piece in the diagram. 
● Ask for volunteers to share their thinking. The goal is for students to see that since there 
are 2 halves in each whole, then we can just think of multiplication to be more efficient 
than counting. 2 times 6 
● Set purpose is to find an efficient way to find the quotient without having to count each 
piece (group) at a time. 
Step 3: Learner Participation:   
● Students will complete a finding the reciprocal IXL lesson 
https://www.ixl.com/math/grade-6/reciprocals​ The teacher can monitor student work in 
real-time using the dashboard to provide corrective feedback as needed to targeted 
students. 
Step 4: Assessment: ​Exit ticket with 5 division expressions that they must find the quotient by 
using the reciprocal ​(See Appendix J and K). 

Lesson #6: Using the Standard Algorithm  

Performance Objective:​​ ​Given a fraction division equation, students will be able to compute the 
quotient using the standard algorithm. In 4 out of 5 problems, the student accurately computes 
showing 3 steps: finding the reciprocal of the divisor, rewriting as a multiplication equation, and 
simplifying quotient.  
Resources or Materials Needed: ​computer with internet access,   
Time: ​80​ ​min  
Step 1: Pre-Instructional Activities: 
● Performance objective is written on the board. Teacher will have a volunteer student read 
the objective.  
● Teacher will have students recall the inverse relationship between multiplication and 
division. 
● Teacher explains to students that they have all the knowledge and skills for dividing 
fractions and that now we are just putting it all together to efficiently divide fractions. 

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● Review the vocabulary previously learned: Dividend, divisor, quotient  
Step 2: Content Presentation:  
● Teacher demonstrates dividing a fraction by a fraction using the standard algorithm.  
● Explains step-by-step method of rewriting as multiplying by the reciprocal.  
● The teacher will also draw a diagram and make explicit connections between the diagram 
and the steps of the standard algorithm.  
● The teacher will also show non-examples as a way to prevent common mistakes. 
Step 3: Learner Participation: ​Students will complete a dividing fractions IXL lesson 
https://www.ixl.com/math/grade-6/divide-fractions​. The teacher can monitor student work in 
real-time using the dashboard to provide corrective feedback as needed to targeted students. 
Step 4: Assessment: ​Formative assessment with 5 division problems ​(See Appendix L and M).​ 3 
problems will be dividing a fraction by a fraction including mixed number fractions. 1 problem will 
be dividing a whole number by a fraction and 1 problem will be dividing a fraction by a whole 
number.  

 
 

Final Assessment: Dividing Fractions 

● The teacher will have students complete their final assessment digitally using Microsoft 
Forms 
https://forms.office.com/Pages/ResponsePage.aspx?id=AVWgMnU42kWlFNnF14rjmkoazG
IF8ddBt070Ve6COXpUN0xVVkxLNTlMWDdFMzkySlVNMjlONUxMMy4u 
● The application will score some items automatically and the teacher will score short 
response answers.  
● Microsoft Forms will provide analytics of the students’ responses and the teacher can look 
for trends in specific learning objectives in order to target the next steps of instruction or 
intervention. 

 
 

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Appendix A

Name ________________________________________________ Date ____________Per

______

Lesson #1: Creating Diagrams 

Instructions: For each division situation, draw and label the diagram that represents the situation. 

1. 1 pound of candy put into 2 bags. How many pounds of candy are in each bag? 

2. 4 people share 1 pizza. How much pizza does each person get? 

   
 

Instructions: For each division situation, draw and label a diagram that represents the situation. 

3. 10 pounds of peanut are put into 5 bags. How many pounds in each bag? 

4. 3 ½ ounces of juice poured into 2 cups. How many ounces in each cup? 

5. 2 ¼ cups of flour put into 3 containers. How much in each container? 

 
 

 
Appendix B

Name ____​Answer Key​ _____________________ Date ____________Per ______

Lesson #1: Creating Diagrams 

Instructions: For each division situation, draw and label the diagram that represents the situation. 

Instructions: For each division situation, draw and label a diagram that represents the situation. 
 

 
 

Appendix C

 
Appendix D
 

 
 

 
 

 
Appendix E
 

 
 

 
Appendix F
Name ________________________________________________ Date ____________Per
______
 
Lesson 3 Interpreting Equal Groups 
 
1. Maya is filling jars with her homemade honey.
a. Using this as a context, what could the expression 10 ÷ 5 mean?
Draw a diagram to support your thinking.

b. Write the multiplication expression for the diagram.

c. What will the meaning of the quotient be?

2. Lukas is putting 8 pounds of almonds into boxes. He writes this division

equation 8 ÷ 4 = 2
a. In this situation if the divisor is the number of groups what will the
meaning of the quotient be?

b. If the 4 in the situation is the pounds of almonds in each box, what

meaning does the quotient have in the context?
3. A recipe for trail mix calls for 14 ounces of raisins. To get that amount,
Julian buys 4 bags of raisins.
 

a. Write a division question that might be asked about this situation.

b. What might the equation 14÷4=? represent in Julian’s situation?

c. Find the quotient. Show your reasoning. If you get stuck, draw a
diagram.

4. Tyson cut 4 pieces of fabric that were equal in length. He used a total of 5
feet of fabric. How long, in feet, was each piece of fabric he cut?
a. Draw a diagram

b. Write the multiplication and division equation

Appendix G
Name ________________________________________________ Date ____________Per
______
 
Lesson 3 Interpreting Equal Groups 
 

 
 
5. Maya is filling jars with her homemade honey.
a. Using this as a context, what could the expression 10 ÷ 5 mean?
Draw a diagram to support your thinking.

b. Write the multiplication expression for the diagram.

5 • 2 = 10 or 2 • 5 = 10

c. What will the meaning of the quotient be?

The amount of jam in each jar

6. Lukas is putting 8 pounds of almonds into boxes. He writes this division

equation 8 ÷ 4 = 2
a. In this situation if the divisor is the number of groups what will the
meaning of the quotient be?
There are 2 pounds of almonds in each box

b. If the 4 in the situation is the pounds of almonds in each box, what

meaning does the quotient have in the context?
There are 2 boxes
7. A recipe for trail mix calls for 14 ounces of raisins. To get that amount,
Julian buys 4 bags of raisins.
a. Write a division question that might be asked about this situation.

21 
 

How much in each group?

b. What might the equation 14÷4=? represent in Julian’s situation?

14 ounces of raisins put into 4 bags

c. Find the quotient. Show your reasoning. If you get stuck, draw a
diagram.
3 12 ounces

8. Tyson cut 4 pieces of fabric that were equal in length. He used a total of 5
feet of fabric. How long, in feet, was each piece of fabric he cut?
a. Draw a diagram

1 14 f eet

b. Write the multiplication and division equation

4 • 1 14 = 5 5 ÷ 4 = 1 14

Appendix H
Name ________________________________________________ Date ____________Per
______

22 
 

Lesson 4 Fraction of a Group 

 
1
1. A recipe calls for 4 pound of sugar for one batch. How many batches can be
made with:
a. 1 pound

3
b. 4 pound

1
c. 8 pound

2. Lucy is walking to a friend’s house 1 ¾ miles away. She takes a break after
walking ¼ mile.
a. Draw a diagram to represent this situation

b. Write a multiplication and division equation

c. What fraction of the trip has Lucy completed?

4 2
3. Analyze this division equation 5 ÷ 3 =?

23 
 

a. Write a multiplication equation that corresponds to the division

equation.

b. Draw a diagram to represent and answer the question.

c. Write a real world situation that could represent the equation.

24 
 

 
Appendix I
Name ________________________________________________ Date ____________Per
______

Lesson 4 Fraction of a Group 

 
1
4. A recipe calls for 4 pound of sugar for one batch. How many batches can be
made with:
a. 1 pound

4 batches

3
b. 4 pound

3 batches

1
c. 8 pound

½ batch

5. Lucy is walking to a friend’s house 1 ¾ miles away. She takes a break after
walking ¼ mile.
a. Draw a diagram to represent this situation

b. Write a multiplication and division equation

7 • 14 = 1 34 1 34 ÷ 14 = 7

c. What fraction of the trip has Lucy completed?

25 
 

 
1
7 of the way

3 1
6. Analyze this division equation 4 ÷ 2 =?

a. Write a multiplication equation that corresponds to the division

equation.

1 3
?• 2 = 4

b. Draw a diagram to represent and answer the question.

c. Write a real world situation that could represent the equation.

Answers vary

26 
 

 
Appendix J
Name ________________________________________________ Date ____________Per
______

Exit Ticket: Lesson 5

Directions: Rewrite each division expression as a multiplication expression using the reciprocal of the
divisor.

1
1) 12 ÷ 2

1
2) 6 ÷ 3

1
3) 5 ÷ 5

3
4) 5 ÷ 5

6
5) 24 ÷ 7

27 
 

Appendix K
Name ________________________________________________ Date ____________Per
______

Exit Ticket: Lesson 5

Directions: Rewrite each division expression as a multiplication expression using the reciprocal of the
divisor.

6) 12 ÷ 1
2
12 • 2

7) 6 ÷ 1
3
6•3

1
8) 5 ÷ 5 5•5

3 5
9) 5 ÷ 5 5• 3

7
10) 24 ÷ 6
7
24 • 6

28 
 

 
Appendix L

Name ________________________________________________ Date ____________Per

______

Exit Ticket: Lesson 6

Directions: Find the quotient of each expression using the standard algorithm. Show your work.

1
1) 8 ÷ 4

1
2) 4 ÷2

1 1
3) 4 ÷ 3

2 4
4) 3 ÷ 5

5) 2 41 ÷ 1
6

29 
 

 
Appendix M

Name ________________________________________________ Date ____________Per

______

Exit Ticket: Lesson 6

Directions: Find the quotient of each expression using the standard algorithm. Show your work.

1
1) 8 ÷ 4 8 • 4 = 32

1 1 1
2) 1
4 ÷2 4 • 2 = 8

1 3
3) 1
4 ÷ 1
3 4 •3= 4

2 5 10 5
4) 2
3 ÷ 4
5 3 • 4 = 12 = 6

5) 2 41 ÷ 1
6
2 41 • 6
1 = 9
4 •6= 54
4 = 13 21  

30