Lesson 2
Share More Sandwiches
Lesson Purpose
The purpose of this lesson is for students to relate equal shares to division expressions and visual representations of fractions.
Lesson Narrative
In the previous lesson, students explored the relationship between fractions and division by representing situations where some people shared some sandwiches. They used informal language to describe how they knew each person got about the same amount of sandwich.
In this lesson, students recognize the relationship between a fraction and a division expression. For example, \(\frac{1}{5}\) = \(1 \div 5\). Students interpret \(1 \div 5\) as the amount in one group when a single whole is divided into 5 equal portions. They see that the quantity in that portion is \(\frac{1}{5}\) of a whole.
 Representation
 MLR8
Learning Goals
Teacher Facing
 Represent the relationship between division and fractions with diagrams and expressions.
Student Facing
 Let’s use diagrams and expressions to represent division situations.
Required Materials
Materials to Copy
 Sandwich Match
Required Preparation
Activity 2:
 Create a set of cards from the blackline master for each group of 2.
Lesson Timeline
Warmup  10 min 
Activity 1  15 min 
Activity 2  20 min 
Lesson Synthesis  10 min 
Cooldown  5 min 
Teacher Reflection Questions
What have you noticed about the language students use to describe the relationship between fractions and division? How can you continue to recognize and honor their authentic language and also connect it to more formal math vocabulary?
Suggested Centers
 Rolling for Fractions (3–5), Stage 3: Divide Whole Numbers (Addressing)
 Rolling for Fractions (3–5), Stage 2: Multiply a Fraction by a Whole Number (Supporting)
 Compare (1–5), Stage 4: Divide within 100 (Supporting)
Print Formatted Materials
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Additional Resources
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