MidSchoolMath 1

Interpreting and computing quotients with fractions is a fundamental skill that can be applied to many real life situations. In Mr. Mung’s Ice Cream, Mr. Mung is flipping through the newspaper when he sees an ad for ice cream that intrigues him. The ad states that for customers who bring their own container, the price is $1.00 per 1 ¼ cups of ice cream. Mr. Mung grabs a container and goes down to the ice cream shop to fill it. The data provided are the image of the ad stating the price of the ice cream, as well as an image of Mr. Mung’s container and its volume.

LESSON: MR. MUNG'S ICE CREAMHow much does Mr. Mung's ice cream cost?

Mr. Mung's Ice Crem

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g. by using visual fraction models and equations to represent the problem). For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

The Math SimulatorTM

ImmersionPlay Mr. Mung's Ice Cream Immersion video, whole-class. Restate the question: How much does Mr. Mung's ice cream cost?Facilitate classroom discussion; ask students: "What do we need to know?"

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2 Data & ComputationPrint the Data Artifact, cut into halves, and distribute to students. Allow students work time. Ask students: "Does your answer make sense?"Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work.

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3 ResolutionPlay Mr. Mung's Ice Cream Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction).

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Download the Detailed Lesson PlanAvailable on the Teacher Dashboard

+ Simulation TrainerAssign the Simulation Trainer.Use protocols that encourage students to help each other.Use Progress Monitoring to access real-time data for the classroom.Provide individual help for students who are not making progress.

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(Use student headphones.)

6.NS.A.1The Number System

MidSchoolMath 2Mr. Mung's Ice Cream

Clicker QuizLaunch the Clicker Quiz, whole-class.

6.NS.A.1The Number System

Gladys: Consider verbally representing fractional division problems by asking how many of the divisor are in the dividend. This may help keep the conceptual front and center for students.

Kevin: Use number lines or other diagrams to clear up the misconception that dividing by unit fractions, like 1/2, 1/3 or 1/4, is the same as dividing by the whole numbers of 2, 3, or 4.

Megan: To build student understanding of the algorithm for division of fractions, provide them with multiple examples of division of fractions with the same denominator,(e.g. 10/3 ÷ 1/3), and use a number line to show that there are 10 sections of 1/3 within 10/3. Give another example, still using the number line (e.g. 10/3 ÷ 2/3). This may help students understand why multiplying by the reciprocal of the divisor works.

KevinSimpson

GladysGraham

MeganLeBleu

Ex. Clicker Quiz #4Standard Math Procedures

Instruction at a Glance

1

3

Recognize: Area of rectangle ÷ Length = Width. Set up problem.

Use relationship between multiplication and division.

3 ÷ 2 = Width

• ? =

÷ = Width

• =

C: 1 yards

2

4

5

Convert to improper fractions.

Reason to find missing factor.

Select option with correct width.

23

34

43

13

113

113

113

114

114

114

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MR. MUNG’S ICE CREAMHow much does Mr. Mung’s ice cream cost?

The price in the advertisement is still the current special, so Mr. Mung returns to the ice cream store with yet another container and requests that it is fi lled to the top.

How much does Mr. Mung’s ice cream cost?

6.NS.A.1

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions (e.g. by using visual fraction models and equations to represent the problem). For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

About this standard

Date PeriodName

MidSchoolMath Mr. Mung’s Ice Cream 1 of 2

Mr. Mung’s ice cream costs _________________.

APPLYING THE STANDARD

MidSchoolMath 2 of 2

Date PeriodName

How might this standard appear on a test?

Mr. Mung’s Ice Cream

Write and solve an equation to represent each scenario.

How many pounds will each person get if 5 people equally share pound of chocolate?

1)

a)34

Create a story context for 6 ÷ 1 . Draw a visual fraction model to show the quotient.2) 14

14

Claire has a piece of ribbon that is yards long. She is doing a craft that requires the ribbon be cut into 12 pieces of equal size. Use a diagram to determine how long each piece will be, and describe how you used the diagram.

3) 23

How wide is a piece of rectangular wrapping paper with length of a foot and area of a square foot?

b)56

58

Use the relationship between multiplication and division to explain ÷ = .4) 215

13

25

Write a fraction to make each equation true.5)

÷ =25

58

a)

÷ =34

19

b)

Milo bags groceries at a local market. The plastic bags he uses are designed to hold 25 pounds. If a typical water bottle weighs 1 pounds, how many bottles could Milo put in a bag (assuming they all fi t)?

6)14

12

Check out my worked example #3

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