The Number System – Apply and extend previous understandings of multiplication and
division to divide fractions by fractions
6.NS.1 Dividing a Fraction by a Fraction
TEACHERS: Jennifer Mraz/Terri Pemberton
SUBJECT: Math
STANDARD:
 6.NS.1 Interpret and compute quotients of fractions and solve word problem involving
division of fractions by fractions by using visual fraction models and equations to represent
problem.
OBJECTIVE (EXPLICIT):
 Divide fractions by fractions using fraction bars and drawing pictures.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):
 I can use a visual model to represent the division of a fraction by a fraction.
 I can divide fractions by fractions using an algorithm or mathematical reasoning.
 I can solve real world problems involving the division of fractions and interpret the quotient
in the context of the problem.
 I can create story contexts for problems involving the division of a fraction by a fraction.
KEY VOCABULARY:
MATERIALS:
Blackline master – fraction strips (attached
Quotient
at the end of lesson) Lesson was adapted
Reciprocal
from Fraction Bars by American
Fraction
Educational Products. See page 65 & 66.
Go to fractionbars.com for links to fraction
bar operations and blank fraction bar
activities.
BEFORE
TEACHER WILL:
STUDENT WILL: Discuss with a partner
how the cookies could be shared. The
 Pose a question to the class about
students will decide whether or not the
sharing cookies. “If there are 3
cookies could be shared equally and
cookies left in a bag, can they be
explain how.
shared equally between you and a
friend?”
 Lead discussion of student answers.
CO-TEACHING STRATEGY IF APPLICABLE
DURING
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST) You and two of your friends are looking for an after school snack. You find
9/12 of a pizza in the refrigerator. How can you share the pizza equally between the three of you?
TEACHER WILL:
1. Distribute black line master fraction
strips.
2. Model using fraction strips how to
divide 2/3 by 1/6 = 4.
3. Select two 1/3 strips and place them
next to each other to represent 2/3.
4. Model that it takes 4 - 1/6 strips to
equal the 2/3 strip.
5. Write the division 2/3 ÷ 1/6 = 4
STUDENT WILL:
1. Cut out fraction strips.
2. Follow the teacher to model a
fraction division problem.
3. Select two 1/3 strips and place them
next to each other to represent 2/3.
4. Show that it takes 4 – 1/6 strips top
equal 2/3.
5. Write the division problem and
answer.
AFTER
6. Model additional examples for
students. (1/2 ÷ 1/12 = 6 ; 9/12 ÷ ¼ =
3)
7. Model dividing a fraction by a
fraction using reciprocals. Show 1
whole fraction strip. Line up 6 – 1/6
strips underneath to show that it
takes 6 parts to equal a whole.
Write the equation. Repeat with
several parts and wholes. (1 ÷ ¼ =
4; 1 ÷ 1/12 = 12; 1 ÷ ½ = 2; 1 ÷ 1/3 =
3) as student are working models
and writing equations teacher will
guide them to look for a pattern.
8. Distribute activity sheet #6
www.fractionbars.com/ReproMaterial
s/ReproAct6.html
9. Model solving dividing a fraction by a
fraction using the algorithm of
multiplying by a reciprocal.
CO-TEACHING STRATEGY IF APPLICABLE
6. Follow along with teacher examples.
7. Students follow along with teacher
modeling dividing by reciprocals and
writing equations until they see the
pattern is to multiply the first number
by the reciprocal of the second
number.
8. Complete activity sheet #6.
9. Use algorithm to solve problems.
TEACHER WILL:
STUDENT WILL:
1. Ask students the essential question
1. In groups or pairs, discuss an
from above. In groups or pairs,
answer. Explain using pictures,
discuss an answer. Explain using
words and numbers.
pictures, words and numbers.
2. Ask students to write a paragraph
2. Write a paragraph explaining how to
explaining how to divide and fraction
divide and fraction by a fraction and
by a fraction and give a real-world
give a real-world example.
example.
*Here is a link for additional practice:
https://www.georgiastandards.org/Co
mmonCore/Common%20Core%20Framewo
rks/CCGPS_Math_6_6thGrade_Unit1
SE.pdf pages 22-29
CO-TEACHING STRATEGY IF APPLICABLE