Transcript 21 st Century Lessons

Division of Fractions (3 of 3)
Missy Bristol
1
Warm Up
Learning Objective: Students Will Be Able To…divide fractions using the common
denominator method.
8
¸5
9
We know that 5 wholes
cannot “fit into” (8/9) so
our answer is less than 1.
8
9
5
How many halves, (1/2), are there in an
Attempt
to solve for the
eighth, (1/
quotient using the visual
fraction models given. If
you encounter trouble,
record/explain what is
giving you difficulty.
Agenda
9
Agenda and Objective
Learning Objective: Students Will Be Able To…divide fractions using the common
denominator method.
10
1) Warm Up
2) Vocabulary
3) Launch
Teacher guided
4) Explore (3)
Independent, partners, group
5) Assessment
“Key to leave” check
Independent
Teacher guided
Lesson Vocabulary /Language Objectives
Words
• Recognition • We will encounter these words later in the lesson.
• Translation
• You do not need to write definitions.
• Rationality
• Determine • These words will help you with the process of
solving word problems.
• Execution
Agenda
11
Launch 1A – Warm Up Revisited
Common Denominators
8 5
¸
9 1
Remember all whole numbers can be
placed over a denominator of 1. Why?
Recall…
A common denominator/multiple is a number that both of our denominators can “fit into.”
It is helpful to find the least/lowest, but any common multiple can be used. In this problem,
9 and 1 “fit into” 9…which is the least common denominator. 18 is also a common multiple
but not the least.
8x1=
9x1=
8 45
¸
9 9
=9x5
=9x1
Why is (45/9) an equivalent fraction to (5/1)?
Agenda
12
Launch 1B – Get to the Division!!
Divide from Left to Right
8 45 8 ¸ 45
¸
=
9 9
9¸9
8
8 ¸ 45 45
=
9¸9
1
* Since any number (including a fraction) divided
by 1 is itself…our quotient is… 8
And with practice you can
move quickly…
8 45 8
¸
=
9 9 45
45
…the denominators “cancel” out (become 1)
Agenda
13
Explore 1 – The Division Process
Fill in the missing numbers as indicated by the blank boxes. If the entire space is blank then
you must supply all work necessary. “Fast Track” means that you may skip this step (optional).
Equation
1)
2)
3)
2 4
¸ =
3 5
5 3
¸ =
6 7
2 5
¸
=
13 26
Common
Denominators
15
35
¸
15
=
¸ =
Division
¸ = 12
15 15 1
¸
18
= 18
Quotient
12
=
5
17
=1
18
Fast Track
Agenda
14
Explore 2 – Tying all Division Skills Together
Rosie is running a track race with five teammates. The course is 4 and (1/8) miles long. If all
6 team members want to run equal distances, how many miles will each be running?
1
Recognition
Division
2
1
6
4Translation
¸ =
8
1
3
Rationality
Less than 1
4
Can you
determine
a method
of solving the equation?
Determine
Common Den. more
efficient
than visual
models
5
33 6
¸ =
Execution
8
1
Can you recognize the operation needed? (Add, Sub, Mult, or Div)
Can you translate this into a numerical equation?
Can you hypothesize what a rational solution might look like before
actually solving? (will it be greater or less than 1)
Can you execute the accurate solution using skills learned?
33
If
you
can,
prove
33 48
33
11
¸
= 48 =
=
miles
8
8
1
48
16
it !
Take
that!
Agenda
15
Explore 3 – Fraction nitty gritty
Rohan is building a table and needs to purchase lumber. He has 8 and 2/3 feet of hard oak
wood but determines that he needs 12 and 1/4 feet so he needs to buy the rest. Rohan
will use 2/5 of the total 12 and 1/4 feet to make the legs of the table. This will be a tripod
table so there will only be 3 legs.
a) How many feet of wood does Rohan purchase?
b) How many feet of wood is used to make the legs?
(all together)
a) How long is each individual table leg?
b) How many feet of wood are used on the rest of the table? (if legs not included)
Agenda
16
Assessment
Name:__________
Key to Leave
Review your work from Explore 3 and compare your work to the solutions provided. At any point where your
work is different or at any point that you don’t understand the solution process, explain either your confusion
or what you did incorrectly. If your work matches exactly, write “I had that excatly.” (Be honest to help me
understand where we stand). I should see much writing in the spaces on this page.
1
2 49 26
12 - 8 =
4
3 4
3
147 104 43
7
=
= 3 ft
12 12 12
12
a) How many feet of wood does Rohan purchase?
2 147 294
54
9
·
=
=4
=4
ft
5 12
60
60
10
b) How many feet of wood are used to make the legs? (all together)
c) How long is each individual table leg?
4
9 3 49 30 49
19
¸ =
¸
=
=1
ft
10 1 10 10 30
30
147 49 735 294 441
21
=
=
=7
ft
12 10
60
60
60
60
d) How many feet of wood are used on the rest of the table? (if legs not included)
Agenda
17