Lesson 5
A New Way to Interpret $a$ over $b$
Lesson Narrative
In this lesson, students apply the general procedure they just learned for solving \(px=q\) in order to define what \(\frac{a}{b}\) means when \(a\) and \(b\) are not whole numbers. Up until now, students have likely only seen a fraction bar separating two whole numbers. This is because before grade 6, they couldn't divide arbitrary rational numbers. Now an expression like \(\frac{2.5}{8.9}\) or \(\frac{\frac12}{\frac35}\) can be welldefined. But the definition is not the same as what they learned for, for example, \(\frac25\) in grade 3, where they learned that \(\frac25\) is the number you get by partitioning the interval from 0 to 1 into 5 equal parts and then marking off 2 of the parts. That definition only works for whole numbers. However, in grade 5, students learned that \(2 \div 3 = \frac23\), so in grade 6 it makes sense to define \(\frac{2.5}{8.9}\) as \(2.5 \div 8.9\).
Learning Goals
Teacher Facing
 Comprehend that the notation $\frac{a}{b}$ can be used to represent division generally, and the numerator and denominator can include fractions, decimals, or variables.
 Describe (orally) a situation that could be represented by a given equation of the form $x+p=q$ or $px=q$.
 Express division as a fraction (in writing) when solving equations of the form $px=q$.
Student Facing
Let's investigate what a fraction means when the numerator and denominator are not whole numbers.
Learning Targets
Student Facing
 I understand the meaning of a fraction made up of fractions or decimals, like $\frac{2.1}{0.07}$ or $\frac{\frac45}{\frac32}$.
 When I see an equation, I can make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.
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