Lesson plan

Interpret the meaning of division by using 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

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Big Ideas: Two interpretations of division are partitive (the number of parts) and measurement (the size of one part). The quotient of a division problem can be interpreted by considering the context of the problem. Dividing a fraction by a whole number results in a quotient smaller than the divisor or dividend. A part is being separated into smaller, equal portions. 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 a quotient in the context of a real world scenario. The task in this lesson gives students a chance to use a visual model to divide a fraction by a whole number, as well as interpret the difference between a partitive model and measurement model. 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 tiles grid or graph paper