Dividing a Fraction by a Whole Number

Lesson 6.2.11

FLUENCY: FRACTIONS

Your teacher gave you a fraction card. Draw a model of the fraction. Here’s one example:

Describe what your fraction means.The purple section of the model represents 1/5 of the whole.

15denominator

numerator

The model represents a division problem. N ÷ DFractions are numbers; they can be added, subtracted, multiplied, or divided. 2

Fractions on a Number Line

Think about where your fraction would be located on a number line. Is it greater than ½? Is it less than ½? How does it compare to ¼? ¾?

15

0 1

3

Fractions on a Number Line Describe how the fractions on the cards

would be placed in order on the number line. Order all of the fraction cards in your group

from least to greatest.

15

0 1

4

WORDS TO KNOW

Divisor – the quantity by which another quantity is to be divided.

Dividend – a quantity to be divided.

5

Application ProblemGabriella and her friends are making 6 fruit smoothies. One serving of smoothie needs 2/3 cup of yogurt. How much yogurt do they need in all?

= + + + + + = 23

23

23

23

23

23

123

= 4 c

6

They will need 4 cups of yogurt in all.Is there another way to solve this problem?

Practice Problem 1

Maria has lb. of trail mix. She needs to

share it equally among 6 friends.

34

How can this be modeled on a number line?Create a number line broken into fourths.

How can you show giving equal amounts of trail mix to each person?

1 2 3 4 5 6

7

Practice Problem 1

Maria has lb. of trail mix. She needs to share it equally among 6 friends.

34

How can this be modeled on a fraction bar?

How can you show giving equal amounts of trail mix to each person?

14

24

34

44

1 2 3 4 5 6

8

What should we do with the remaining piece of the fraction bar?What does each piece or section represent?𝟏

𝟖

Practice Problem 1

Maria has lb. of trail mix. She needs to share it

equally among 6 friends.

34

1 2 3 4 5 6

14

24

34

44

1 2 3 4 5 6

34

18

÷ 6 =

The visual models show that

of is16

18

34

9

Practice Problem 2

Imagine you have of a cup of frosting to share

equally among three desserts. How would we write

this as a division question?

25

Draw a model of two-fifths.

Show the model divided into three equal parts.

What does this

part represent?

The visual models show that

25

215

÷ 3 = of is13

215

25an

d

10

𝟐𝟓÷𝟑

For each question below, rewrite the problem as a multiplication question, then model the answer.

Problems 1-5

12

1) ÷ 6 = 13

2) ÷ 3 =

23

5) ÷ 4 =

15

3) ÷ 4 = 35

4) ÷ 4 =

11AnswersSolutions

with models

MATH TALK

When a fraction is divided by a whole number, how does the answer compare with the dividend (the original fraction)?

12

Exit Ticket

Find the quotient using a model.

1. ÷ 3

2. ÷ 2

56

13

PROBLEM 1

14

PROBLEM 2

15

PROBLEM 3

16

PROBLEM 4

17

PROBLEM 5

18Math Talk

MATH TALK

When a fraction is divided by a whole number, how does the answer compare with the dividend (the original fraction)?

19

Exit Ticket

Find the quotient using a model.

1. ÷ 3

2. ÷ 2

56

20

For each question below, rewrite the problem as a multiplication question, then model the answer.

Problems 1-5

12

112

1) ÷ 6 = 13

19

2) ÷ 3 =

23

212

5) ÷ 4 =

15

120

3) ÷ 4 = 35

320

4) ÷ 4 =

21

Solutions with models