module 2 lesson 4
TRANSCRIPT
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Module 2 Lesson 4 Interpreting and Computing Division of a Fraction by a Fraction—More Models.notebook
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Monday Complete #15 on notesTuesday Problem Set Lesson 5Wednesday Problem Set Lesson 6Thursday Problem Set Lesson 7
FridayProblem Set Lesson 8Quiz: Tuesday, Dec. 9th Lessons 18
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Lesson 3 Homework Review
1. = 5
Why are there four boxes in
each tape diagram?
Why are there three
boxes in each group?
Why did you highlight
15?
Confused? Ask a question!!!
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Lesson 3 Homework Review
2.
Where did you get 2/3
from?
Why did you circle a
blank box?
Confused? Ask a question!!!
Why did you circle groups
of 3?
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MODULE 2 Arithmetic Operations Including Division of Fractions
Topic A: Dividing Fractions by Fractions Lesson 4: Interpreting and Computing Division of
a Fraction by a Fraction—More Models Student Outcomes
§ Students use visual models such as fraction bars and area models to divide fractions by fractions with different denominators.
§ Students make connections between visual models and multiplication of fractions.
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Opening ExerciseWrite at least three equivalent fractions for each fraction below. Be sure to show how the two fractions are related. (The first one is done for you.)
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Molly purchased cups of strawberries. She eats cups in a serving. How many servings did Molly purchase?
Example 1
Tape diagram model:
Division equation: Quotient: ________________
Number line model:
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Example 2Now imagine that Molly’s friend Xavier purchased cups of strawberries and that he eats cup servings. How many servings has he purchased? Use a model to prove your answer.
How does the problem differ from the first example?
Division equation: Quotient: ________________
Number line model:
Tape diagram model:
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Example 3
Find the quotient: . Use a model to show your answer.
Division equation: Quotient: ________________
Number line model:
Tape diagram model:
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GROUP WorkGive thoughtful feedback
Respect others and their thoughts
On task all the time
Use soft voices
Participate actively
Stay with your group
Put binders
under your
chair.
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Closing
Please take out your exit ticket for Lesson 4, close your binder, and complete the exit ticket. This will be collected.
§ When dividing fractions, is it possible to get a whole number quotient?
§ When dividing fractions, is it possible to get an answer that is larger than the dividend?
§ When you are asked to divide two fractions with different denominators, what is one possible way to solve?
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