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: Let's try 3 ÷ 1/4 together. What do we keep? The 3. Change ÷ to ×, then flip 1/4 to 4/1, which is 4. Multiply: 3 × 4 = 12. So 3 ÷ 1/4 = 12.

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

   Show your work
2. 2

   Warm restartWhich property is shown? 7 × 5 = 5 × 7

   1. ACommutative Property
   2. BAssociative Property
   3. CIdentity Property
   4. DDistributive Property
3. 3

   Warm restartWhich property is shown? (2 + 9) + 1 = 2 + (9 + 1)

   1. AAssociative Property
   2. BCommutative Property
   3. CIdentity Property
   4. DDistributive Property
4. 4

   Warm restartWhich grouping makes 4 × 25 × 7 easiest to multiply mentally?

   1. A(4 × 25) × 7
   2. B(25 × 7) × 4
   3. C4 × (25 + 7)
   4. D(4 + 25) × 7

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 through10 ÷ 1/4 = ?

   1. A2.5
   2. B14
   3. C40
   4. D4

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughWhat is the reciprocal of 1/4?

   1. A4
   2. B1/4
   3. C−1/4
   4. D1/2

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughA student answered 2.5. What did they do wrong?

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

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelWhy does 3 ÷ 1/4 = 12? How does the number line show this?

   3 ÷ 1/4 = 12 because it takes ___ jumps of ___ to get from 0 to ___.

Use the words

Fill each blank with a word from the bank.

• Multiply the whole number by the ___ of the fraction.
• A counting number like 0, 1, 2, or 3 with no fraction or decimal part is a ___.
• A number that shows part of a whole, like 3/4, is a ___.
• The fraction you get by flipping a fraction upside down is its ___.

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 Whole Numbers by Fractions is doing 'Keep, Change' but skipping the 'Flip' — students multiply by the divisor as it is instead of by its reciprocal.
2. 10

   Say moreHow does 'Keep, Change, Flip' turn 6 ÷ 1/3 into a multiplication problem?

   I keep ___, change the sign to ___, and flip ___ to ___.
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 6.8. 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 9 ÷ 1/3?

   1. A27
   2. B3
   3. C9/3
   4. D1/27

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 6.8Quick check — you've got this: Which property is shown? (8 + 5) + 2 = 8 + (5 + 2)

   1. AAssociative Property
   2. BCommutative Property
   3. CIdentity Property
   4. DDistributive Property
3. 14

   From Lesson 6.8What is 4 × 17 × 25?

   1. A1,700
   2. B170
   3. C425
   4. D1,000

Be honest — this tells your teacher what to do next