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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Try it together — then prove it: Find 2 ÷ 1/3. Then explain why the answer is bigger than 2. Write 2 over 1. Then Keep, Change, Flip. (2/1 × 3/1) Multiply across. What is 2 ÷ 1/3? (2/1 × 3/1 = 6/1 = 6) Why is the answer bigger than 2? (We count small 1/3 pieces. Each whole holds 3 of them, so there are more pieces than wholes.)

   Show your work
2. 2

   Warm restartWhat is 4.8 ÷ 2?

   1. A0.24
   2. B2.4
   3. C2.6
   4. D24

   How do you know?
3. 3

   Warm restartWhat is 8.4 ÷ 0.7?

   1. A0.12
   2. B1.2
   3. C12
   4. D120

   How do you know?
4. 4

   Warm restartWhat is 14.4 ÷ 1.2?

   1. A0.12
   2. B1.2
   3. C12
   4. D120

   How do you know?

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it through6 ÷ 1/3 = ?

   1. A2
   2. B3
   3. C6
   4. D18

   Why is that the answer?
2. 6

   Think it throughWhy is the answer bigger than 6?

   1. ABecause the pieces are smaller than a whole yard, so many of them fit
   2. BBecause dividing always makes numbers bigger
   3. CBecause 1/3 is negative
   4. DBecause 6 × 3 is multiplication, not division

   How do you know? Give a second reason as well.
3. 7

   Think it throughIf each section were 1/2 yard instead, how many sections?

   1. A3
   2. B12
   3. C18
   4. D24

   Explain your thinking. What would have to change for a different choice to be right?
4. 8

   Back to the modelWhy does dividing by a unit fraction always give a number larger than the dividend?

Use the words

Fill each blank with a word from the bank.

• In 6 ÷ 1/2, the number 6 being divided is the ___.
• In 6 ÷ 1/2, the number 1/2 we divide by is the ___.
• The answer to a division problem is the ___.
• The fraction you get by flipping the numerator and denominator is the ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Interpret Division of Fractions is assuming that dividing always makes the answer smaller.
2. 10

   Say moreWhat does 3 ÷ 1/4 actually mean? Show your partner with the bar model.
3. 11

   Write your ownWrite your own problem about this situation, then solve it and show the answer. The situation: Agent Reyes has a 3-foot strip of evidence tape. For the lab she needs to cut it into sections that are each 1/4 foot long.

   Show your work

Last check

These two come from Lesson 5.10. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowExplain your thinking — What does 5 ÷ 1/4 mean, and what is the quotient?

   1. AHow many 1/4-size pieces fit into 5; quotient is 20
   2. B1/4 of 5; quotient is 5/4
   3. C5 groups of 1/4; quotient is 5/4
   4. D5 minus 1/4; quotient is 4 3/4

   Explain your choice.
2. 13

   From Lesson 5.10Explain your thinking — A rectangular prism has l = 7 ft, w = 2 ft, h = 3 ft. What is the volume?

   1. A12 ft³
   2. B24 ft³
   3. C42 ft³
   4. D42 ft²

   How do you know?
3. 14

   From Lesson 5.10Why divide by 231 instead of multiplying?

   1. ABecause dividing always makes numbers smaller
   2. BBecause you are finding how many 231-in³ gallons fit inside the tank
   3. CBecause 231 is bigger than 24
   4. DBecause gallons are bigger than inches

   How do you know?

Be honest — this tells your teacher what to do next