Modeling the Division of Fractions (with a common denominator)

Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
Modeling the Division of Fractions (with a common denominator)
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You’ll experience that modeling is a simple task after finding the common denominator. This scaffolded lesson leads students through modeling the division of fractions to get the answer and bridges the connection to the algorithm by having students write their observation of the answer to the process: once the fractions are re-written with a common denominator, divide the numerators to get the quotient.
This lesson is centered on the common denominator approach to teaching the division of fractions. Too often, students do not master or confuse the multiply by the reciprocal, also known as “keep change flip,” approach to division of fractions for many reasons. This common denominator approach reinforces the method of finding the common denominator as you do with adding and subtracting fractions, and also allows students to actually divide. It also establishes the connection between the division symbol and fraction bar as representing the same operation.

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Created by Kayce
Total Pages
4 pages
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Teaching Duration
45 minutes
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