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.

CCSS Standards

Building On


Lesson Timeline

Warm-up 10 min
Activity 1 15 min
Activity 2 20 min
Lesson Synthesis 10 min
Cool-down 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

Google Slides

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PowerPoint Slides

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