Transcript 4th_MA_NS_1.5_FRACTIONS_WHOLE_NUMBER_DIVISION_DW

Name __________________________
Learning Objective
Today,
we will
1
convert1
change to a different form
between fractions and division problems.
CFU
Today,
What are we going to do today?
What are we going to convert between?
What does convert mean?
we are going to convert between fractions and division problems.
We are going to convert between fractions and division problems.
Convert means to change to a different form.
Activate (or provide) Prior Knowledge
Lora would like to share candies evenly with her friend Teri. Since the candy will be split
between two friends, show the division problem Lora can use to calculate an even split.
1.
A. 6 ÷ 2
B. 2 ÷ 6
C. 3 ÷ 6
2.
A. 2 ÷ 10
B. 10 ÷ 2
C. 5 ÷ 10
CFU
Teacher models #1, students complete #2. Students, you already know how to show and solve division problems. Division
problems can be shown many ways. Today, we are going to convert between fractions and division problems.
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4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Concept Development
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Example:
Twenty pieces of candy are split evenly among five friends (shown as a fraction).
The amount they have (20 pieces of candy) is the numerator.
The number of evenly split groups (5 friends) is the denominator.
20
5
Example:
18 candies are split by 3 friends
Shown as a fraction
Shown with the division symbol
The amount they have
The amount they have
18
3
18 ÷ 3
The number of
evenly split groups
The number of
evenly split groups
18
has the same meaning as 18 ÷ 3
3
CFU
In your own words, what does a fraction represent? A fraction represents ____________________.
Which of the following would be the correct way to write a fraction that means 9 apples shared by 3 people ?
A.
9
3
B.
3
9
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4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Importance
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
It is important to convert fractions to division problems because it will help you:
1. show the quotient2 of any division problem as a fraction.
2
the answer to a division problem
Tammy played two basketball games this weekend and her mother kept a chart of
Tammy’s scoring in each game.
Points Tammy scored
26
Games Tammy played
2
How could Tammy set up a division problem using this information to figure out about
how many points she scored in each game?
2. do well on the CST.
There are currently no released CST questions that address representing fractions as division problems.
CFU
Does anyone else have another reason why it is important to convert between fractions and division problems? (pair-share) Why is
it important to convert between fractions and division problems? You may give me one of my reasons or one of your own. Which
reason is the most important to you? Why?
DataWORKS Educational Research
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©2011 All rights reserved.
Comments? [email protected]
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
has the same
meaning as
12
÷
4
=
3
15
3
has the same
meaning as
15
÷
3
=
5
3.
28
4
has the same
meaning as
28
÷
4
=
7
4.
24
3
has the same
meaning as
24
÷
3
=
8
1. 12
4
2.
CFU
How did I represent each fraction with the division symbol? How did I know whether I needed to use multiplication facts or long division
to solve? How did you represent each fraction with the division symbol? How did you know whether you needed to use multiplication
facts or long division to solve?
DataWORKS Educational Research
(800) 495-1550 •www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice (continued)
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
5.
84
4
has the same
meaning as
84
÷
4
=
6. 90
21
5
21
18
4 84
5 90
 8
04
 4
0
7. 126
3
has the same
meaning as
has the same
meaning as
90
÷
5
=
18
132
÷
4
=
33
 5
40
 40
0
126
42
3 126
 12
06
 6
0
÷
3
=
42
8. 132
4
has the same
meaning as
33
4 132
 12
12
 12
0
CFU
How did I represent each fraction with the division symbol? How did I know whether I needed to use multiplication facts or long division
to solve? How did you represent each fraction with the division symbol? How did you know whether you needed to use multiplication
facts or long division to solve?
DataWORKS Educational Research
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©2011 All rights reserved.
Comments? [email protected]
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Closure
1. In your own words, what can a fraction represent?
2. Convert between fractions and division problems below.
3. What did you learn today about converting between fractions and division problems? Why is that important to you? (pair-share)
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
1. 30
6
has the same
meaning as
2. 92
4
has the same
meaning as
30
÷
92
÷
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6
8
=
=
5
23
23
4 92
 8
12
 12
0
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Independent Practice
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
1. 15
3.
3
has the same
meaning as
64
4
has the same
meaning as
15
÷
64
÷
3
4
=
=
5
16
2. 42
6
4. 140
4
has the same
meaning as
42
÷
6
=
7
has the same
meaning as
140
÷
4
=
35
16
35
4 64
4 140
 4
24
 24
0
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 12
20
 20
0
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Periodic Review 1
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
1. 12
3.
6
has the same
meaning as
78
6
has the same
meaning as
12
÷
78
÷
6
6
=
=
2. 45
2
13
5
4. 147
7
has the same
meaning as
45
÷
5
=
9
has the same
meaning as
147
÷
7
=
21
13
21
6 78
7 147
 6
18
 18
0
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 14
07
 7
0
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Periodic Review 2
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
1.
81
9
3. 168
6
has the same
meaning as
has the same
meaning as
81
÷
168
÷
9
6
=
=
9
28
8
has the same
meaning as
16
÷
8
=
2
78
3
has the same
meaning as
78
÷
3
=
26
2. 16
4.
28
26
6 168
3 78
 12
48
 48
0
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©2011 All rights reserved.
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 6
18
 18
0
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Periodic Review 3
A fraction can represent the division of a whole number amount into equal parts.
• The numerator tells us the amount we have.
• The denominator tells us how many evenly split groups we have.
Convert between fractions and division problems.
Step #1: Represent each fraction with the division symbol.
Step #2: Solve the problem using multiplication facts or with long division, if necessary.
1. 18
3.
9
has the same
meaning as
96
6
has the same
meaning as
18
÷
96
÷
9
6
=
=
2
16
2. 56
7
4. 192
8
has the same
meaning as
56
÷
7
=
8
has the same
meaning as
192
÷
8
=
24
16
24
6 96
8 192
 6
36
 36
0
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©2011 All rights reserved.
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 16
32
 32
0
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Multiplication Facts
1
2
3
4
5
6
7
8
9
10
11
12
1
1
2
3
4
5
6
7
8
9
10
11
12
2
2
4
6
8
10
12
14
16
18
20
22
24
3
3
6
9
12
15
18
21
24
27
30
33
36
4
4
8
12
16
20
24
32
36
44
48
52
56
5
5
10
15
20
25
30
35
40
45
50
55
60
6
6
12
18
24
30
36
42
48
54
60
66
72
7
7
14
21
28
35
42
49
56
63
70
77
84
8
8
16
24
32
40
48
56
64
72
80
88
96
9
9
18
27
36
45
54
63
72
81
90
99
108
10
10
20
30
40
50
60
70
80
90
100
110
120
11
11
22
33
44
55
66
77
88
99
110
121
132
12
12
24
36
48
60
72
84
96
108
120
132
144
DataWORKS Educational Research
(800) 495-1550 •www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.
Blank Page
DataWORKS Educational Research
(800) 495-1550 •www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
4th Grade Number Sense 1.5 (½Q)
Explain different interpretations of fractions, for example, parts of a
whole, parts of a set, and division of whole numbers by whole
numbers; explain equivalents of fractions.
Lesson to be used by EDI-trained teachers only.