Math g5 m4 Topic G Lesson 26 2
Math g5 m4 Topic G Lesson 26 2
Lesson 26
Objective: Divide a unit fraction by a whole number.
1 2 3 4 5 6 7 8 9 10 11 12
4 4 4 4 4 4 4 4 4 4 4 4
11 22 3 5 6 7 9 10 11
1 2 3
44 44 4 4 4 4 4 4 4
11 22 3 1 2 3 1 2 3
1 1 1 1 2 2 2 2 3
44 44 4 4 4 4 4 4 4
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
S: 1 fourth, 2 fourths, 3 fourths, 1 whole, 1 and 1 fourth, 1 and 2 fourths, 1 and 3 fourths, 2 wholes, 2
and 1 fourth, 2 and 2 fourths, 2 and 3 fourths, 3 wholes.
T: Let’s count by fourths again. This time, simplify 2 fourths to 1 half. (Write as students count.)
S: 1 fourth, 1 half, 3 fourths, 1 whole, 1 and 1 fourth, 1 and 1 half, 1 and 3 fourths, 2 wholes, 2 and 1
fourth, 2 and 1 half, 2 and 3 fourths, 3 wholes.
Continue the process, counting by fifths to 15 fifths.
1
T: (Write 1 ÷ =____.) Say the division problem.
2
1
S: 1÷ .
2
T: How many halves are in 1 whole?
S: 2.
1 1
T: (Write 1 ÷ = 2. Beneath it, write 2 ÷ .) How many halves are in 2 wholes?
2 2
S: 4.
1 1
T: (Write 2 ÷ = 4. Beneath it, write 3 ÷ .) How many halves are in 3 wholes?
2 2
S: 6.
1 1
T: (Write 3 ÷ = 6. Beneath it, write 8 ÷ .) On your personal white board, write the complete
2 2
number sentence.
1
S: (Write 8 ÷ = 16.)
2
1 1 1 1 1 1 1 1 1
Continue with the following possible sequence: 1 ÷ , 2 ÷ , 5 ÷ , 1 ÷ , 2 ÷ , 7 ÷ , 3 ÷ , 4 ÷ , and 7 ÷ .
3 3 3 4 4 4 5 6 8
1 1
T: (Write × = ____.) Say the multiplication number sentence with the answer.
2 3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
1 1 1
S: × = .
2 3 6
1 1 1 1
Continue this process with the following possible problems: × and × .
2 4 2 5
1 1
T: (Write × = ____.) On your personal white board, write the number sentence and the answer.
2 9
1 1 1
S: (Write × = .)
2 9 18
1 5
T: (Write × = ____.) Say the multiplication sentence with the answer.
2 9
1 5 5
S: × = .
2 9 18
1 3 1 3 3 1
Repeat this process with the following possible problems: × , × , and × .
4 3 3 2 4 5
2 2
T: (Write × =____.) Write the multiplication sentence with the answer.
3 5
2 2 4
S: (Write × = .)
3 5 15
3 3
Continue this process with the following possible problem: × .
4 5
1 3
T: (Write × = ____.) On your personal white board, write the number sentence and the answer.
4 5
1 3 3
S: (Write × = .)
4 5 20
3 4
T: (Write × =____.) Try this problem.
4 3
3 4 12
S: (Write × = = 1.)
4 3 12
1 1
A race begins with 2 miles through town, continues through the park for 2 miles, and finishes at the track
2 3
1
after the last mile. A volunteer is stationed every quarter mile and at the finish line to pass out cups of
6
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
water and cheer on the runners. How many volunteers are needed?
Note: This multi-step problem requires that students first add three fractions and then divide the sum by a
1
fraction, which reinforces yesterday’s division of a whole number by a unit fraction. (How many miles are
4
in 5 miles?) It also reviews adding fractions with different denominators (Module 3).
Problem 1
Nolan gives some pans of brownies to his 3 friends to share equally.
a. If he has 3 pans of brownies, how many pans of brownies will each friend receive?
b. If he has 1 pan of brownies, how many pans of brownies will each friend receive?
1
c. If he has pan of brownies, how many pans of brownies will each friend receive?
2
1
d. If he has pan of brownies, how many pans of brownies will each friend receive?
3
T: (Post Problem 1(a) on the board, and read it aloud with the students.) Work on your personal white
board, and write a division sentence to solve this problem. Be prepared to share.
S: (Work.)
T: How many pans of brownies does Nolan have?
S: 3 pans.
T: The 3 pans of brownies are divided equally with how many friends?
S: 3 friends.
T: Say the division sentence with the answer.
S: 3 ÷ 3 = 1.
T: Answer the question in a complete sentence.
S: Each friend will receive 1 pan of brownies.
T: (In the problem, erase 3 pans and replace it with 1 pan.) Imagine that Nolan has 1 pan of brownies.
If he gave it to his 3 friends to share equally, what portion of the brownies will each friend receive?
Write a division sentence to show how you know.
1
S: (Write 1 ÷ 3 = pan.)
3 NOTES ON
T: Nolan starts out with how many pans of brownies? MULTIPLE MEANS
S: 1 pan. OF ENGAGEMENT:
T: The 1 pan of brownies is divided equally by how many While the tape diagramming in the
beginning of this lesson is presented as
teacher-directed, it is equally
acceptable to elicit each step of the
Lesson 26: Divide a unit fraction by a whole number. diagram from the students through
questioning. Many students benefit 391
from verbalizing the next step in a
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
friends?
S: 3 friends.
T: Say the division sentence with the answer.
1
S: 1÷3= .
3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
T: Let’s model that thinking with a tape diagram. I’ll draw a bar and shade it in representing 1 pan of
1
brownies. Next, I’ll partition it equally with dotted lines into 3 units, and each unit is . (Draw a bar
3
and cut it equally into three parts.) How many pans of brownies did each friend receive this time?
Answer the question in a complete sentence.
1 1
S: Each friend will receive pan of brownies. (Label underneath one part.)
3 3
T: Let’s rewrite the problem as thirds. How many thirds are in 1 one?
S: 3 thirds.
T: (Write 3 thirds ÷ 3 = ___.) What is 3 thirds divided by 3?
S: 1 third. (Write 3 thirds ÷ 3 = 1 third.)
T: Another way to interpret this division expression would be to ask, “1 is 3 of what number?” And of
course, we know that 3 thirds makes 1.
T: But just to be sure, let’s check our work. How do we check a division problem?
S: Multiply the answer and the divisor.
T: Check it now.
1 3
S: (Work and show × 3 = = 1.)
3 3
1
T: (Replace 1 pan in the problem with pan.) Now,
2
1
imagine that he only has pan. Still sharing them
2
with 3 friends equally, how many pans of
brownies will each friend receive?
T: Now that we have half of a pan instead of 1 whole pan to share, will each friend receive more or less
1
than
pan? Turn and discuss.
3
1
S: Less than pan. We have less to share, but we are sharing with the same number of people.
3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
1
They will receive less. Since we’re starting out with pan, which is less than 1 whole pan, the
2
1
answer should be less than pan.
3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
T: (Draw a bar and cut it into 2 parts. Shade in 1 part.) How can we show how many people are
1
sharing this pan of brownies? Turn and talk.
2
S: We can draw dotted lines to show the 3 equal parts that he cuts the half into. We have to show
the same size units, so I’ll cut the half that’s shaded into 3 parts and the other half into 3 parts, too.
T: (Partition the whole into 6 parts.) What fraction of the pan will each friend receive?
1 1
S: . (Label underneath one part.)
6 6
1 1
T: (Write ÷3¿ .) Let’s think again. 1 half is equal to how many sixths? Look at the tape diagram to
2 6
help you.
S: 3 sixths.
T: So, what is 3 sixths divided by 3? (Write 3 sixths ÷ 3 =____.)
S: 1 sixth. (Write 3 sixths ÷ 3 = 1 sixth.)
T: What other question could we ask from this division sentence?
1
S: is 3 of what number?
2
T: Also, 3 of what number makes half?
S: Three 1 sixths makes half.
T: Check your work, and then answer the question in a complete sentence.
1
S: Each friend will receive pan of brownies.
6
1 1
T: (Erase the in the problem, and replace it with .) What if Nolan only has a third of a pan of
2 3
brownies that he lets 3 friends share equally? How much of a pan of brownies will each friend get?
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
1 1 1 1 1
T: (Point to all the previous division sentences: 3 ÷ 3 = 1, 1 ÷ 3 = , ÷ 3 = , and ÷ 3 = .)
3 2 6 3 9
Compare our division sentences. What do you notice about the quotients? Turn and talk.
S: The answer is becoming smaller and smaller because Nolan kept giving his friends a smaller and
1 1
smaller part of a pan to share. The original whole is becoming smaller from 3 to 1, to , to , and
2 3
the 3 people sharing the brownies stayed the same. That’s why the answer is becoming smaller.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
Problem 2
1
÷ 2
5
T: (Post Problem 2 on the board.) Work independently to solve this problem on your personal white
board. Draw a tape diagram to show your thinking.
S: (Work.)
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
Problem 3
1
If Melanie pours liter of water into 4 bottles, putting an equal amount in each, how many liters of water will
2
be in each bottle?
T: (Post Problem 3 on the board and read it with the class.) How many liters of water does Melanie
have?
S: Half a liter.
T: Half a liter is being poured into how many bottles?
S: 4 bottles.
T: How do you solve this problem? Turn and discuss.
1
S: We have to divide. The division expression is ÷ 4 . I need to divide the dividend 1 half by the
2
1
divisor 4. I can draw 1 half and cut it into 4 equal parts. I can think of this as = 4 × ¿.
2
T: On your personal white board, draw a tape diagram and solve this problem independently.
S: (Work.)
T: Say the division sentence and the answer.
1 1 1 1
S: ÷ 4 = . (Write ÷ 4 = .)
2 8 2 8
T: Now, say the division sentence using eighths and unit form.
S: 4 eighths ÷ 4 = 1 eighth.
T: Show me your checking solution.
1 4 1
S: (Work and show × 4 = = .)
8 8 2
T: If you used a multiplication sentence with a missing factor, say it now.
1 1
S: = 4× .
2 8
T: No matter your strategy, we all got the same result. Answer the question in a complete sentence.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
1
S: Each bottle will have liter of water.
8
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 5•4
While the invert and multiply strategy is not explicitly taught (nor should it be while students grapple
with these abstract concepts of division), discussing various ways of thinking about division in
general can be fruitful. A discussion might proceed as follows:
T: Is dividing something by 2 the same as taking
1
1 half of it? For example, is 4 ÷ 2 = 4 × ?
2
(Write this on the board and allow some quiet
time for thinking.) Can you think of some
examples?
S: Yes. If 4 cookies are divided between 2 people,
each person receives half of the cookies.T: So,
if that’s true, would this also be true:
1 1 1
÷ 2 = × ? (Write and allow quiet time.) Can
4 4 2
you think of some examples?
S: Yes. If there is only 1 fourth of a candy bar and
2 people share it, they would each receive half of
the fourth. That would be 1 eighth of the whole
candy bar.
Once this idea is introduced, search for opportunities in
visual models to highlight it. For example, in today’s
1
lesson, Problem 3’s tape diagram was drawn to show
2
1 1
divided into 4 equal parts. The model highlights that the answer is of that , an answer that can be
4 2
1 1
obtained by multiplying × .
4 2
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•4
Name Date
1. Draw a model or tape diagram to solve. Use the thought bubble to show your thinking. Write your
quotient in the blank. Use the example to help you.
1
Example:
1 half 3
= 3 sixths 3
= 1 sixth
1
3=
1
a. ÷ 2 = __________
3
1
b. ÷ 4 = __________
3
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•4
1
c. ÷ 2 = __________
4
1
d. ÷ 3 = __________
4
1 1 1 1
a. ÷7 b. ÷6 c. ÷5 d. ÷4
2 3 4 5
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•4
1 1 1 1
e. ÷2 f. ÷3 g. ÷2 h. ÷ 10
5 6 8 10
3. Tasha eats half her snack and gives the other half to her two best friends for them to share equally. What
portion of the whole snack does each friend get? Draw a picture to support your response.
1
4. Mrs. Appler used gallon of olive oil to make 8 identical batches of salad dressing.
2
a. How many gallons of olive oil did she use in each batch of salad dressing?
b. How many cups of olive oil did she use in each batch of salad dressing?
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•4
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 5•4
3
5. Mariano delivers newspapers. He always puts of his weekly earnings in his savings account and then
4
divides the rest equally into 3 piggy banks for spending at the snack shop, the arcade, and the subway.
a. What fraction of his earnings does Mariano put into each piggy bank?
b. If Mariano adds $2.40 to each piggy bank every week, how much does Mariano earn per week
delivering papers?
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Exit Ticket 5•4
Name Date
1. Solve. Support at least one of your answers with a model or tape diagram.
1
a. ÷ 4 = ______
2
1
b. ÷ 5 = ______
8
2. Larry spends half of his workday teaching piano lessons. If he sees 6 students, each for the same amount
of time, what fraction of his workday is spent with each student?
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 5•4
Name Date
1. Solve and support your answer with a model or tape diagram. Write your quotient in the blank.
1 1
a. ÷ 4 = ______ b. ÷ 6 = ______
2 3
1 1
c. ÷ 3 = ______ d. ÷ 2 = ______
4 5
1 1 1 1
a.
2
÷ 10 b. 4 ÷ 10 c. 3 ÷ 5 d. 5 ÷ 3
1 1 1 1
e. 8 ÷ 4 f. 7 ÷ 3 g. 10 ÷ 5 h. 5 ÷ 20
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 5•4
3. Teams of four are competing in a quarter-mile relay race. Each runner must run the same exact distance.
What is the distance each teammate runs?
1
4. Solomon has read
3
of his book. He finishes the book by reading the same amount each night for 5
nights.
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 5•4
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