MidSchoolMath 1 Knowing how to divide a whole number by a unit fraction, and representing this with visual fraction models, is a key part of un- derstanding division with fractions. In Alfalfa Amount, Jean is the owner of some very cute goats. She’s new to the goat farming world and is not exactly sure how much alfalfa they will eat. She buys four bales to start and decides to see how much they eat in one day. The data provided are an image of the four bales and also an image of Jean noticing the goats ate 1/5 of a bale in one day. LESSON: ALFALFA AMOUNT How many days will the bales of alfalfa last? Alfalfa Amount Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. The Math Simulator TM Immersion Play Alfalfa Amount Immersion video, whole-class. Restate the question: How many days will the bales of alfalfa last? Facilitate classroom discussion; ask students: "What do we need to know?" • • • 1 2 Data & Computation Print the Data Artifact, cut into halves, and distribute to students. Allow students work time. Ask students: "Does your answer make sense?" Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work. • • • • Download the Detailed Lesson Plan Available on the Teacher Dashboard 3 Resolution Play Alfalfa Amount Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction). • • + Simulation Trainer Assign the Simulation Trainer. Use protocols that encourage students to help each other. Use Progress Monitoring to access real-time data for the classroom. Provide individual help for students who are not making progress. • • • • (Use student headphones.) 5.NF.B.7b Number & Operations - Fractions
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MidSchoolMath 1
Knowing how to divide a whole number by a unit fraction, and representing this with visual fraction models, is a key part of un-derstanding division with fractions. In Alfalfa Amount, Jean is the owner of some very cute goats. She’s new to the goat farming world and is not exactly sure how much alfalfa they will eat. She buys four bales to start and decides to see how much they eat in one day. The data provided are an image of the four bales and also an image of Jean noticing the goats ate 1/5 of a bale in one day.
LESSON: ALFALFA AMOUNTHow many days will the bales of alfalfa last?
Alfalfa Amount
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
The Math SimulatorTM
ImmersionPlay Alfalfa Amount Immersion video, whole-class. Restate the question: How many days will the bales of alfalfa last?Facilitate classroom discussion; ask students: "What do we need to know?"
•
••
1
2 Data & ComputationPrint the Data Artifact, cut into halves, and distribute to students. Allow students work time. Ask students: "Does your answer make sense?"Consider using a sharing protocol leading to mathematical insights and/or highlighting misconceptions. Allow students to revise their work.
•
•
•
•
Download the Detailed Lesson PlanAvailable on the Teacher Dashboard
3 ResolutionPlay Alfalfa Amount Resolution video, whole-class. Prepare and give brief lecture (Teacher Instruction).
••
+ Simulation TrainerAssign the Simulation Trainer.Use protocols that encourage students to help each other.Use Progress Monitoring to access real-time data for the classroom.Provide individual help for students who are not making progress.
•
•
••
(Use student headphones.)
5.NF.B.7bNumber & Operations - Fractions
MidSchoolMath 2Alfalfa Amount
Clicker QuizLaunch the Clicker Quiz, whole-class.
5.NF.B.7bNumber & Operations - Fractions
Gladys: Consider discussing with students the verbal interpretation of whole number-divided by-unit fraction problems. For example, inter-pret 4 ÷ 1/5 as "How many groups of 1/5 are in 4?" It may help students better understand why the resulting quotients are larger than the dividend.
Kevin: After some work with this standard, consider asking students to make a conjecture about the algorithm, informally, for dividing with fractions.
Megan: As often as possible, model use of visual tools such as number lines and tape dia-grams. Ask students to create their own models to represent problems and solutions. Give them ample opportunity to share, compare & con-trast the models.
KevinSimpson
GladysGraham
MeganLeBleu
Ex. Clicker Quiz #5Standard Math Procedures
Instruction at a Glance
1
5
4
3
Set up division problem.
Divide.
Count using the model.
Draw model.
3 ÷
3 ÷ = 30
30
2 Interpret division problem as "How many groups of are in 3 wholes?"
110
110
110
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ALFALFA AMOUNTHow many days will the bales of alfalfa last?Jean loved caring for the goats so much, she decided to add a few more goats to the herd. With the extra goats, they are eating about ¼ of a bale of alfalfa each day.
Help Jean fi gure out how many days four bales of alfalfa will last if the goats now eat ¼ of a bale each day.
5.NF.B.7b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
About this standard
Date PeriodName
MidSchoolMath Alfalfa Amount
Four bales of alfalfa will last __________ days.
1 of 2
APPLYING THE STANDARD
5 ÷ 1)
MidSchoolMath Alfalfa Amount 2 of 2
Date PeriodName
How might this standard appear on test?
Find each quotient.
Match each division problem with its corresponding visual model.
For problems 5 - 7, write a division problem that would result in the given quotient. The dividend must be a whole number and the divisor must be a unit fraction.
5 ÷ 2) 17
15
3) 5 ÷ 13
a)
b)
c)
8 ÷ 13
4a)
Quotient: 325) Quotient: 486) Quotient: 547)
3 ÷ 14
4b) 6 ÷ 15
4c) 10 ÷ 16
4d)
A softball team is having their end of the year celebration. There are 6 pizzas to share. Each person gets of a pizza. How many people can be fed with the pizzas? Draw a visual representation to support your answer.
8)14
Check out my worked example #4a
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