Start here

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.

   Let's do one together: Find 21/2 ÷ 1/2. Change 21/2 to an improper fraction. (2 × 2 + 1 = 5, so 21/2 = 5/2) Keep 5/2. Change ÷ to ×. What is the reciprocal of 1/2? (2/1, which is 2.) Multiply and simplify. (5/2 × 2/1 = 10/2 = 5)

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhat is the reciprocal of 3/5?

   1. A1/3
   2. B3/5
   3. C5/5
   4. D5/3
3. 3

   Warm restartWhat is 2/3 ÷ 1/3?

   1. A1/2
   2. B2/9
   3. C2
   4. D6
4. 4

   Warm restartWhat is 1/2 ÷ 1/4?

   1. A1/8
   2. B1/2
   3. C2
   4. D4

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 throughWrite 5 1/4 as an improper fraction.

   1. A9/4
   2. B20/4
   3. C21/4
   4. D51/4

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it through5 1/4 ÷ 3/4 = ?

   1. A3 3/4
   2. B4
   3. C6
   4. D7

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughCheck the answer: how long are 7 pieces of 3/4 foot?

   1. A3/4 foot
   2. B5 1/4 feet
   3. C5 3/4 feet
   4. D7 feet

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelWhy is converting to an improper fraction the first step when dividing mixed numbers?

   Before dividing, I convert 2 1/2 to ___ because it is easier to ___ with improper fractions.

Use the words

Fill each blank with a word from the bank.

• A number with a whole number and a fraction, like 2 1/3, is a ___.
• A fraction whose numerator is greater than or equal to its denominator, like 7/3, is an ___.
• Changing a mixed number into an improper fraction is to ___ it.
• Writing a fraction with smaller numbers that names the same amount, like 4/8 = 1/2, is to ___ it.

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 Divide Mixed Numbers is dividing the whole-number parts and fraction parts separately instead of converting first — for example, treating 4 1/2 ÷ 1 1/2 as (4 ÷ 1) + (1/2 ÷ 1/2) = 5.
2. 10

   Say moreWalk your partner through how you changed the mixed numbers before dividing.

   First I converted ___ into the improper fraction ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 6.9. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: What is 2 2/3 ÷ 2/3?

   1. A1 7/9
   2. B2/3
   3. C4
   4. D8/3

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 6.9Quick check — you've got this: What is 9 ÷ 1/3?

   1. A1/27
   2. B3
   3. C9/3
   4. D27
3. 14

   From Lesson 6.9A student answered 2.5. What did they do wrong?

   1. AThey multiplied by 4
   2. BThey added 1/4
   3. CThey used the wrong rope length
   4. DThey divided by 4 instead of by 1/4

Be honest — this tells your teacher what to do next