Lesson plan

Interpret the quotient by considering the context of the problem

teaches Common Core State Standards CCSS.Math.Content.6.NS.A.1 http://corestandards.org/Math/Content/6/NS/A/1
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP3 http://corestandards.org/Math/Practice/MP3

You have saved this lesson plan!

Here's where you can access your saved items.

Content placeholder

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

Big Ideas: The quotient of a division problem can be interpreted by considering the context of the problem. The quotient represents how many or how much of the divisor fits in the dividend. The quotient may be greater than or less than the dividend or divisor. Dividing a whole number by a fraction results in a quotient greater than the divisor because the whole number is being split into many more pieces. This lesson builds on students’ work in fifth grade dividing whole numbers by fractions. This lesson is intended as both a review and a segue into division of fractions by fractions. Students are working on developing a deeper understanding of the concept of division, as well as interpreting the quotient in the context of a real world scenario. The task in this lesson gives students a chance to use a visual model to interpret the difference between the remainder and the fractional part of a mixed number answer. The mathematical concepts in this lesson build toward students’ future work with dividing fractions by fractions using visual models and connecting the relationship between multiplication and division of fractions. Vocabulary: dividend, divisor, quotient Special Materials: unifix cubes square tiles grid or graph paper