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Lesson objective: Understand that fractions can be interpreted as the division of the numerator by the denominator, and that if the numerator is divided by the denominator, the quotient is located at the same place on the number line as the original fraction.
Students bring prior knowledge of interpreting quotients of whole numbers as a number of shares from 3.O.A.1.2. This prior knowledge is extended to their work with fractions as students decipher fair-share situations. A conceptual challenge students may encounter is thinking that fair shares cannot be made with numbers less than one.
The concept is developed through work with tape diagrams and number lines, which support student understanding of interpreting fractions as division.
This work helps students deepen their understanding of operations because they will be operating on fractions just as they learned to operate on whole numbers.
Students engage in Mathematical Practice 8 (look for and express regularity in repeated reasoning) as they work with tasks involving fair share situations. Students will begin to interpret fractions as division.
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