6 Dot Ns Dot 1 About The Math Learning Targets And Increasing Rigor

Grade 4 G/T The Number System

6.NS.1

Full Standard

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

 

Learning Targets (I can)

  • Explain the meaning of the quotient relative to a division of fractions expression (i.e. explain that 3/4 ÷ 1/2 asks how many halves are in three-fourths; there is one half and a half of a half in three-fourths).
  • Explain division of a fraction by a fraction using representations.
  • Estimate the quotient of an expression that divides a fraction by a fraction (i.e. 3/4 ÷ 1/2 will be more than 1 because 1/2 is less than 3/4 therefore there will be 1 whole half and some more in 3/4. Conversely, 1/5 ÷ 1/2 will yield a quotient less than 1 because 1/2 is greater than 1/5 so there cannot be one whole half in 1/5 of something.)
  • Connect a representation of division of a fraction by a fraction to an equation.
  • Divide a fraction by a fraction.
  • Solve word problems that divide a fraction by a fraction.

 

About the Math

Multiplication and division have an inverse relationship. So we say 10 ÷ 2 = 5 is the same as 2 x 5 = 10. Prior to developing the procedure for division of fractions, students need to experience visual representations of the meaning of division of fractions. Eventually, we get to the procedure for division of fractions which is to multiply by the reciprocal of the divisor. In other words, 10 ÷ 2 is the same as 10 x 1/2. They both result in the answer of 5. So just as 10 ÷ 2 means how many 2's are in 10, a division problem like 7/8 ÷ 1/8 is asking how many one-eighths are in 7/8? There are 7 one-eighths in 7/8. When dividing fractions, you need to think about what the problem is asking. When a greater fraction is divided by a smaller fraction, the quotient is greater than one. For example, 2/3 ÷ 1/3 = 2 because there are two one-thirds in two thirds. When a smaller fraction is divided by a greater fraction, the quotient is less than one. For example 1/3 ÷ 2/3 is 1/2 because there is only part of two-thirds in one-third. Students need to experiment with lots of examples to find this generalization. Essential vocabulary for this standard includes: divisor, dividend, inverse operation, quotient, and reciprocal. Visit the online dictionary Links to an external site. or visual math dictionary Links to an external site. for vocabulary support.

 

Progression of Standard within Grade 6 (5 AGL)

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Quarter 1 Quarter 2 Quarter 3 Quarter 4
  • Explain the meaning of the quotient relative to a division of fractions expression (i.e. explain that 3/4 ÷ 1/2 asks how many halves are in three-fourths; there is one half and a half of a half in three-fourths).
  • Explain division of a fraction by a fraction using representations.
  • Estimate the quotient of an expression that divides a fraction by a fraction (i.e. 3/4 ÷ 1/2 will be more than 1 because 1/2 is less than 3/4 therefore there will be 1 whole half and some more in 3/4. Conversely, 1/5 ÷ 1/2 will yield a quotient less than 1 because 1/2 is greater than 1/5 so there cannot be one whole half in 1/5 of something.)
  • Connect a representation of division of a fraction by a fraction to an equation.
  • Solve word problems that divide a fraction by a fraction.
  • Explain the meaning of the quotient relative to a division of fractions expression (i.e. explain that 3/4 ÷ 1/2 asks how many halves are in three-fourths; there is one half and a half of a half in three-fourths).
  • Explain division of a fraction by a fraction using representations.
  • Estimate the quotient of an expression that divides a fraction by a fraction (i.e. 3/4 ÷ 1/2 will be more than 1 because 1/2 is less than 3/4 therefore there will be 1 whole half and some more in 3/4. Conversely, 1/5 ÷ 1/2 will yield a quotient less than 1 because 1/2 is greater than 1/5 so there cannot be one whole half in 1/5 of something.)
  • Connect a representation of division of a fraction by a fraction to an equation.
  • Solve word problems that divide a fraction by a fraction.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Grade 5 Grade 7
  • Divide unit fractions by whole numbers and whole numbers by unit fractions (5.NF.7)
  • Multiply and divide rational numbers (7.NS.2)
  • Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities (7.SP.3)

 

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