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 try together: A ribbon is 3/4 yard and each bow uses 1/4 yard. The total 3/4 is the dividend; 1/4 is the divisor. Equation: 3/4 ÷ 1/4. Keep, change, flip: 3/4 × 4/1 = 12/4 = 3. So we can make 3 bows. Check: 3 × 1/4 = 3/4. It matches, so it is reasonable.

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

   Show your work
2. 2

   Warm restartConvert 3 2/5 to an improper fraction.

   1. A15/5
   2. B17/5
   3. C6/5
   4. D32/5
3. 3

   Warm restartWhat is 2 1/2 ÷ 1/2?

   1. A5
   2. B4
   3. C1 1/4
   4. D2 1/4
4. 4

   Warm restartWhat is 1 1/2 ÷ 3/4?

   1. A1 1/8
   2. B3/4
   3. C9/8
   4. D2

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 throughWhich equation matches the problem?

   1. A5/6 ÷ 1/12 = t
   2. B5/6 × 1/12 = t
   3. C1/12 ÷ 5/6 = t
   4. D5/6 + 1/12 = t

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it through5/6 ÷ 1/12 = ?

   1. A10
   2. B2
   3. C12
   4. D5/72

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughIs 10 tests a reasonable answer?

   1. AYes — each test uses far less than the total, so the answer should be well above 1
   2. BNo — the answer should be less than 1
   3. CNo — you cannot divide fractions
   4. DYes — because 10 is a round number

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelHow do you decide which value is the dividend and which is the divisor in a word problem?

   The total amount is the ___ because it is being split into groups. The size of each group is the ___ because we are dividing by that amount.

Use the words

Fill each blank with a word from the bank.

• Name the total and the size of each group, then divide the ___ by the ___.
• A drawing or diagram that shows a math situation is a ___.
• A math sentence that says two amounts are equal, with an = sign, is an ___.
• The value that makes an equation true 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 Fraction Division Problem Solving is reversing which fraction is the dividend and which is the divisor when setting up the equation from a word problem.
2. 10

   Say moreWhat clue in a word problem tells you to divide fractions instead of multiply?

   The problem asked me to find ___, so I divided.
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 6.10. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: A pipe is 3/4 meter long. Each connector piece is 3/8 meter. How many connectors fit on the pipe?

   1. A2
   2. B9/32
   3. C3/2
   4. D6

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 6.10Quick check — you've got this: What is 2 2/3 ÷ 2/3?

   1. A4
   2. B2/3
   3. C8/3
   4. D1 7/9
3. 14

   From Lesson 6.10Check the answer: how long are 7 pieces of 3/4 foot?

   1. A5 1/4 feet
   2. B7 feet
   3. C3/4 foot
   4. D5 3/4 feet

Be honest — this tells your teacher what to do next