In this lesson, students generalize their understanding that a fraction can be interpreted as division of the numerator by the denominator. They interpret situations where a certain amount of pounds of blueberries is shared with a certain number of people when the pounds of blueberries each person gets is equal to 1, greater than 1, and less than 1. Then, they construct arguments about why an equation would make sense for any numerator and for any denominator. As they do so, they have a chance to use language precisely (MP6), explaining that the numerator \(a\) represents the number of objects being shared and the denominator \(b\) represents the number of equal shares.
- Explain the relationship between division and fractions.
- Let's explain the relationship between division and fractions.
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- Rolling for Fractions (3–5), Stage 3: Divide Whole Numbers (Addressing)
- Target Measurements (2–5), Stage 4: Degrees (Supporting)
Print Formatted Materials
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