Download Multiplication Algorithm/Dividing whole number by a unit

Fifth Grade Curriculum
Fraction Multiplication & Division
Table of Contents
Topic
Multiplying
Fractions
Page
Background Information
Part 1 Pictorial Multiplication – Putting Together Equal Sets
Part 2 Pictorial Multiplication – Find Part of a Whole/Set
Dividing
Fractions
1
2-5
5 – 10
Part 3 – Multiplication Algorithm/Dividing a whole number
by a fraction
10 – 14
Part 4 – Dividing a unit fraction by a whole number
14 – 17
Additional Activity:
Mixed Practice Sort Directions
Division of Fractions Answer Key– Benjamin Buck’s Picnic
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18 - 19
Multiplying & Dividing Fractions
TEKS: 5.3 Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for positive rational number
computations in order to solve problems with efficiency and accuracy. The student is
expected to:
(I) represent and solve multiplication of a whole number and a fraction that
refers to the same whole using objects, and pictorial models, including area
models. (Supporting)
(J) represent division of a unit fraction by a whole number and the division of
a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects
and pictorial models, including area models (Supporting)
(L) divide whole numbers by unit fractions and unit fractions by whole
numbers (Readiness)
Materials:
MATH_5_A_MULTIPLY DIVIDE FRACTIONS 2014_RES.NOTEBOOK
MATH_5_A_MULTIPLY FRACTIONS PART 1 AND PART 2 RECORDING SHEET 2014_RES
MATH_5_A_MULTIPLY FRACTIONS IMN ACTIVITY 2014_RES
MATH_5_A_DIVIDE UNIT FRACTIONS PRACTICE 2014_RES
fraction towers manipulatives, student white boards & markers, two color
counters, IMN
Vocabulary: factor, times, product, multiple, multiply, repeated addition,
reciprocal, unit fraction, divide, quotient,
Multiplying Fractions:
Background:
Earlier in the year students had experience multiplying decimals. Multiplying a
whole number by a fraction will be similar. Fractions and the number(s) to the
right of a decimal point represent a quantity less than 1 whole.
Multiplication of a whole number and a fraction can be represented in a story
problem 2 different ways.
1. Putting together equal sets of fractions - An example of this is when
1
1
you have an expression such as 5 x
. There are 5 groups of . This ties
3
3
back to putting together equal sets and repeated addition. A story problem
1
might refer to 5 plates with
pound of grapes on each plate.
3
2. A part of a whole/set - An example of this is when you have an
1
1
expression such as x 5. This represents of the whole/set. A story problem
3
3
1
might refer to placing
of a 5 pound bag of grapes on a plate.
3
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1
1
x 5 can be written as 5 x .
3
3
The difficulty may lie in identifying the correct operation as multiplication in the
second example listed above. We have separated multiplication into these to
two parts based on the action/operation as they solve story problems.
Using the commutative property, the algorithm
Part 1 – Putting together Equal Sets
The focus on this day is reviewing and building on previous knowledge of
Putting Together Equal Sets. As you do the SB slides with your students, you
will be able to:
 review vocabulary
 review/identify the action: Putting Together Equal Sets
 write equations and expressions
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
Slide 1
Title page
Slide 2
Read the following problem:
Jeri has 3 bags of candy. Each bag weighs 2 pounds. How many
pounds of candy does Jeri have?
Identify the Main Idea.
Represent the story by drawing a model. Discuss the action taking place.
(Putting Together Equal Sets)
How could you find the number of pounds of candy that Jeri has?
Multiply 3 groups of 2 pounds. 3 x 2
Discuss the how/justify.
Slide 3
Note: As you complete the next section with your class you will be guiding
students to complete the chart for each of the 4 problems. These are the
steps to go through:
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As you go through each problem it is important that students are actively
participating in the lesson through your questioning.
Read the following problem:
1. Jeri has 3 bags of candy. Each bag weighs
pounds of candy does Jeri have?


1
pound. How many
2
Identify the Main Idea.
Have students use their fraction towers to illustrate this story. They
should have 3 halves in front of them. Discuss the action taking place.
How could you find the number of pounds of candy that Jeri has?
1
Put together 3 groups of
. Place 2 halves together to make a whole.
2
Now students will have 1 whole and 1 half.
Model- Let’s draw our model. How many pieces should there be in
each model? Why? Each model should have 2 pieces because the
1
denominator in
is 2. There are 2 equal pieces in each whole.
2
Complete the model section of the recording sheet. Alternate directions
or colors as you shade each fraction (see answer key). This will help
students distinguish each part that is being shaded. This is especially
helpful when there are smaller fraction pieces.
*Models may vary.

Number line – This is another way to represent the story. How many
wholes are on this number line? 4
Count the lines with the students 1…2…3…4. How many equal parts
should each whole be divided into? 2. How do you know? The
denominator is 2, so there should be 2 equal parts. In order to show this
expression on a number line, we will show “hops” for each fraction.
How many times will we have to “hop” on the number line? 3
1
How long will each “hop” be?
because our expression is asking for
2
1
3 groups of .
2
0
1
2
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3


Addition Expression – What is a way this can be written as an
1 1
1
expression using repeated addition? + + .
2 2
2
Multiplication Equation - What is a way this can be written as an
1
1
expression using multiplication? 3 x
=1
2
2
Record the equation in the box on the recording sheet.
Discuss the how/justify.
Slides 4 -6
Repeat this process with your students on slides 4-6. All of these problems
have the action of Putting Together Equal Sets. We have included an answer
key for your reference. It is important to keep the action in mind as you write
the expression and equation, not the order in which the numbers appear in the
story. In Part 1, the whole number comes first because it reflects the action of
1
Putting Together Equal Sets (3 groups of ). Glue record sheet in IMN.
2
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
Slide 7 - Closure
3 × 0.25 and 3 × ¼
Compare and contrast the 2 algorithms. As you discuss include:
Alike
 multiplying a whole number by a number with a value less than 1
 the products have the same value
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 representation of the same action (3 groups of the same value)
 Putting Together Equal Sets
 Both ¼ and 0.25 are benchmarks
Different
 one has a fraction and the other is a decimal
 answers could be in different forms (decimal and fractions)
IMN Activity
Do Set A after completing the SB slides. See the IMN document for detailed
instructions.
Part 2 – Finding a Part of a Whole/Set
The focus on this day is reviewing and building on previous knowledge of
Finding a Part of a whole/set. As you do the SB slides with your students, you
will be able to:
 review vocabulary
 review/identify the action: Finding a Part of a Whole/Set
 write equations and expressions
Slide 8
Practice writing division as a fraction. Reveal each division expression and ask
students to write them on their white boards.
Examples on SB:
4
.
2
6
fraction. 6÷4.” Students should write .
4
3
fraction. 3÷4.” Students should write .
4
2
fraction. 2÷10.” Students should write
.
10
20
fraction. 20÷4.” Students should write
.
4
“Write this division statement as a fraction. 4÷2.” Students should write
“Write this division statement as a
“Write this division statement as a
“Write this division statement as a
“Write this division statement as a
“Solve the division problem.” Students should write 20÷4 = 5
Continue this process for a few minutes to ensure your students understand
that fractions are another way to write a division problem. Suggestions
include: six thirds, five ninths, nine thirds, eight fourths, twelve fourths, three
fifths.
Slide 9
Ask students to arrange 6 counters in an array on their white board, all turned
to the same side color. (Option: you may ask students to draw the circles.
Additionally, you could have students record notes in their IMN instead of using
white boards.)
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Ask students to draw lines to show three equal parts. Draw lines on the slide.
Ask students to write an expression to indicate what they have just done.
Students should write 6÷3. Encourage students to rewrite the division
6
3
sentence as a fraction ( )
How many equal parts are there? 3
If I want to show
1
3
of this set, how many counters would I flip over? 2
(or shade in, if students drew them on the boards.) Tap the two circles on the
left and they will shade in. Encourage students to talk to their partner to see if
they got the same answer, then come back as a whole group.
Students should indicate that each group is one third of all the counters, so we
would turn over 1 group of two counters. Students should also see that 6
divided by 3 tells us that there are 2 in each group.
I have 6 counters and we have them divided into 3 groups so, what is
1
of
3
6? 2
On the board, write:
1
of
3
6 = 2. So, we have shaded a part of this set of 6
counters. This action is Finding a Part of a Set/Whole.
How is this action shown in an equation? Multiplication
How would this be written as an equation?
1
3
x 6 = 2.
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Label the Smart Board, write:
1
3
x6=2
Continue by asking: How many counters would I flip over (or shade in)
to show
2
of
3
this set? Students should indicate that since they know that
one third of six is equal to 2, two thirds of six would be equal to four.
On the board, write
2
of
3
6 = ____.
I have 6 counters and we have them divided into 3 groups. I shaded
in two groups. What is
2
3
2
of
3
6? 4
of 6 = 4
What action happened when I shaded the four circles? Finding a Part of
a Set/Whole
How is this action shown in an equation? By using the operation of
multiplication
Write the equation on the board. It should look like this:
2
3
of 6 = 4
2
3
x6=4
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What is three thirds of 6? On the board, write
3
3
of 6 = 6.
Students should
be able to answer, “6.” Have students turn to a partner and explain why. Let’s
write this as an equation.
3
3
of 6 = 6
3
3
x6=6
Slide 10
Use the circles on the board to facilitate the conversation.
Continue the conversation using
1
of twelve. Students may use colored
4
counters or draw them on the white boards. Have students draw lines to
represent division.
Ask students to make an array using 12 counters all on the same color. Ask
them to divide the array into fourths by drawing lines.
How many counters are in each fourth? 3
Have students write the division equation as a fraction.
What is one fourth of 12? 3
On the board, write:
12
3
4
1
of 12 = 3.
4
What action is taking place? Finding a Part of a Set/Whole
How is this action shown in an equation? By using the operation of
multiplication
Write the equation on the board. It should look like this:
1
of 12 = 6
4
1
x 12 = 6
4
One fourth of 12 is equal to 3. What fraction of 12 is equal to 6
counters/circles? Students should see that it is
2
. Remind students that
4
since one fourth is equal to 3, and six is twice as much, we can double one
fourth to get two fourths. Write on the board:
2
of 12 = 6.
4
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What fraction does
2
equal to when simplified? One-half
4
I have 12 counters and we have them divided into 4 groups. I shaded
in two groups. What is
1
of 12? 6
2
What action is taking place? Finding a Part of a Set/Whole
How is this action shown in an equation? Multiplication
Write on the board:
1
of 12 = 6
2
1
x 12 = 6
2
Slide 11
Use the models on the board to facilitate the conversation. Tell students there
are two number sentences that can describe this model. Encourage your
students to come up with a division equation to describe the model. Tap on
the “Equation 1” box to reveal the division equation.
After verifying their equations, ask students to write a multiplication equation,
or number sentence, that fits the model. Students may not immediately
connect the “of” we have been using to mean “multiplication.” Encourage them
to think about the action of Finding a Part of a Set/Whole. Tap on the
“Equation 2” box to reveal the multiplication equation.
Note: Multiplication can be interpreted as “groups of,” or in the case
of fractions, “part of.” However, please do not say that “of” ALWAYS
means multiply. While this is frequently the case with fractions, it can
be misleading. Students should always analyze the context of the
problem using the problem solving process and identify the action
before deciding the problem indicates multiplication, and not make
their decisions just because the word “of” is present (or not present).
Slide 12
Ask your students to write the two equations that fit the model on their white
boards. Have them show you their equations to verify that they are correct.
Slide 13
Use the model on the board to facilitate the conversation. Ask students how
this model is different than what we have seen so far. Remind students that a
multiplication problem can be reversed and the answer will stay the same. See
if students can generate both equations to represent this model. On the smart
file, the shaded pieces can be pulled together to create 2 wholes.
(8 
1
2
4
8  4  2)
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Slides 14 – 17
Guide students through these slides as you did the previous day. See the
answer key for an example of how the recording sheet can be filled out. Glue
recording sheet in IMN.
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
The last slide is an example of the action that was taught on the previous day:
Putting Together Equal Sets. It is written with a similar story as the slide that
precedes it so that you are able to compare and contrast them. Keep in mind
that the focus is to help students identify that both of the stories would be
solved with multiplication.
IMN Activity
Do Set B after completing the SB slides. See the IMN document for detailed
instructions.
Part 3 - Multiplication Algorithm/Dividing whole
number by a unit fraction
Slide 18 - Recap, review and make connections
Students will need their Multiplying Fractions Part 1 recording sheet
Ask students to describe the model shown.
Label the model and review fraction basics. The numerator represents a
number of equal parts and the denominator represents how many of those
3
parts make up a unit or a whole. For example, in the fraction 4, the
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numerator, 3, tells us that the fraction represents 3 equal parts and the
denominator, 4, tells us that 4 parts make up a whole. (Use model shown to
explain to students)
Pull down the shade to reveal 5 wholes.
Can whole numbers be expressed as fractions? Yes
How would we write 5 as a fraction? In the above fraction the 4
represented the number of parts to make the whole. If we look at our
model below, how many parts are in one whole? One
And how many are shaded? One
1
Label the fraction: 1 Do this for all five wholes shown on the board.
Now we have labeled the expanded form for our model. Let’s add!
Let’s take a look at how this can help us to multiply fractions.
Refer back to Multiplying Fractions Part 1 Student Recording Sheet from the
previous day. Guide students to solve the addition expression.
1
1
1
3
+
+
=
2
2
2
2
Guide students to solve the multiplication equation. In order to multiply
fractions, they both need to be in fraction form. First, let’s set up our
equation.
𝟑
How do we express the whole number 3 as a fraction?
𝟏
Continue setting up your equation by multiplying by one half. Have students
3
1
record in the multiplication equation on their recording sheet. 1 × 2
You can see you are multiplying the numerators and multiplying the
denominators. Solve for product.
Make sure you simplify your answer.
Let your students solve #2-4 on their recording sheet using multiplication
algorithm.
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Dividing Fractions
Slide 19
Use these slides to review with students recognize that dividing by a whole
number and multiplying by its reciprocal are the same thing. Slide 19 defines
the word “reciprocal.”
Reciprocals are best defined as two numbers whose product is 1. To help kids
see this for whole numbers, we put 1 over the number to create a reciprocal.
For example:
1
8
1
4
and 8 are reciprocals because
and 4 are reciprocals because
1
8 1
8
1
4 1
4
(One eighth of 8 is 1.)
(One fourth of 4 is 1.)
Remind students that a whole number can be written as a fraction over 1, so if
we “flip” or “invert” the whole number or “flip” or “invert” the unit fraction, we
can go back and forth between the reciprocals in a pair.
See if students can generate other examples of reciprocal pairs, and then ask
students if they can think of a “generalization” to accompany this new
vocabulary word.
Example: Any number multiplied by its reciprocal equals 1
Divide Whole Numbers and Unit Fractions (Benjamin Buck)
Throughout the first part of the lesson, money is used to represent a fractional
part of a whole. Money is most often represented as a decimal value, but it
will be good practice to convert the decimal to a fraction for the purposes of
this lesson.
Slides 20 - 24 discuss dividing a whole number by a unit fraction.
Unit Fraction is a fraction with numerator of 1.
Students will need white boards or IMN to record in.
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
Slide 20
Guide students through the scenario and ask students to talk to a partner to
come up with the expression 10  2 and write it on their white boards. Use the
model and divide the 10 squares into to 5 groups of 2. Some students may
also write the expression as
10
.
2
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Encourage students to write the phrase “How many groups of___are in ___?”
at the bottom of the slide on their white board, filling it in with the appropriate
numbers. Remind students that division can be thought of as “How many
groups of 2 are in 10?”
Slide 21
Guide students through the scenario and write the fraction that represents 50
cents as
1
.
2
Discuss the action of take away equal sets.
Ask students to talk a partner to come up with the expression 10 
1
2
and write it on their white boards. Ask students to think about
whether their answer will be larger or smaller than 10. Students should
see that the answer will be larger than 10.
When you tap the model, it will show the 10 pieces each split in half.
Encourage students to write the phrase “How many groups of___are in ___?”
at the bottom of the slide on their white board, filling it in with the appropriate
numbers. Remind students that division can be thought of as “How many
1
are in 10?” Kids may understand this better without the “groups
2
1
of.” You may choose to re-phrase as “How many s are in 10?”
2
groups of
Slide 22
Guide students through the scenario and write the fraction that represents
5 cents as
1
.
20
Discuss the action of take away equal sets.
Ask students to talk to a partner to come up with the expression 10 
1
20
and write it on their white boards. Ask students to think about
whether their answer will be larger or smaller than 10. Students should
see that the answer will be larger than 10.
When you tap the model, it will show the 10 pieces each split in 20ths.
Encourage students to write the phrase “How many groups of ___are in ___?”
at the bottom of the slide on their white board, filling it in with the appropriate
numbers. Remind students that division can be thought of as “How many
groups of
1
20
are in 10?”
Kids may understand this better without the “groups
of.” You may choose to re-phrase as “How many
1
s
20
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are in 10?”
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Slide 23
Previous slides were division using models. Now we are going to use the
algorithm. Use this slide to summarize. What do kids notice about what
happens when they divide a whole number by a fraction? Remind them about
reciprocals. “Dividing by a number and multiplying by its reciprocal will give us
the same answer.” Pull the shade down to reveal each expression and its
reciprocal.
10  2  5
10 
1
 20
2
1
10 
 200
20
10 
1
5
2
10  2  20
10  20  200
Kids should be able to look at the patterns to recognize the standard
algorithm. The standard algorithm indicates dividing by a number and
multiplying by its reciprocal yield the same answer.
Slide 24
Students should complete the four problems on their white boards. Be sure to
discuss how they got their answers. Use the reciprocal to help you solve.
4
1
8
2
4
4x
2
1
4×
=8
1
 12
3
3
1
= 12
4
1
 20
5
4×
5
1
= 20
Benjamin Buck has $5. How many boxes can he make if each box has a
quarter in it? 5 
1
 20
4
4
5 × 1 = 20
Optional: Students can complete #1-3 from the Division Practice. These
problems are located at the end of the Smart Board for you to model if
needed.
Part 4 – Dividing a unit fraction by a whole number
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
Slide 25
Guide students through the scenario and ask them to identify the action share
a set equally and generate the expression 1  2 . Some students may also write
the expression as
1
.
2
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Encourage students to write the “How big is each group when ____ is evenly
split ____ ways?” phrase at the bottom of the slide on their white board, filling
it in with the appropriate numbers. Encourage students to see that division
can be thought of as “How big is each group when 1 is evenly split 2 ways?”
Slide 26
Guide students through the scenario and ask them to identify the action share
a set equally and write the fraction
1
,
10
and then generate the expression
1
2
10
on their whiteboards.
Encourage students to write the “How big is each group when ____ is evenly
split ____ ways?” phrase at the bottom of the slide on their white board, filling
it in with the appropriate numbers. Remind students that division can be
thought of as “How big are the group when
1
10
is evenly split 2 ways?”
Ask students to think about whether their answer will be larger or smaller than
1
.
10
They should see that it will be smaller than the dividend.
When you tap the model, you can see that one tenth, when divided into two
pieces, is only one twentieth of the whole.
Slide 27
Guide students through the scenario and ask them to identify the action share
a set equally and write the fraction
1
2
100
1
,
100
and then generate the expression
on their whiteboards.
Encourage students to write the “How big is each group when ____ is evenly
split ____ ways?” phrase at the bottom of the slide on their white board, filling
it in with the appropriate numbers. Remind students that division can be
thought of as “How big is each group when
1
is
100
evenly split 2 ways?”
Ask students to think about whether their answer will be larger or smaller than
1
.
100
They should see that it will be even smaller than the previous answer.
Use the model to illustrate that dividing one one-hundredth by two creates an
even smaller piece.
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Slide 28
Use this slide to see what kids notice about what has happened when they
divide a fraction by a whole number. Remind them about reciprocals.
“Remember from yesterday that we learned that dividing by a number and
multiplying by its reciprocal will give us the same answer.” Pull the shade down
to reveal each expression and its reciprocal.
11 1
101× = 2
22 2
1
1
1 1
1
2 
 
10
20
10 2 20
1
1
1
1
1
2 
 
100
200
100 2 200
12 
1
2
Encourage kids to see the change taking place in the denominator as
the size of the quotient gets smaller. This should further their
understanding of why the standard algorithm works.
Slide 29
Students should complete the four questions on their white boards. Be sure to
discuss how they got their answers. Use the reciprocal to help you solve.
1
1
2 
4
8
1
1
3 
4
12
1
1
4
4
16
1
4
1
1
1
2
8
4
× =
1
1
1
3
12
4
× =
1
1
4
16
× =
Benjamin Buck has a fourth of a pound of diamond dust. What fraction of a
pound will be in each box if he wants to make 5 boxes?
1
1
5 
4
20
1
4
1
1
5
20
× =
Slide 30
Use this slide to compare and contrast the similarities and differences between
how the two types of division problems are alike and how they are different.
Students should recognize that the equations on the top generate
answers larger than the divisor and equations on the bottom generate
answers smaller than the dividend. Students should also recognize
that dividing with fractions is really just multiplying by a reciprocal.
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Slide 31 – Closure
½÷2
0.5 ÷ 2
Compare and contrast the 2 algorithms. As you discuss include:
Alike
 dividing a number with a value less than 1 by a whole number
 the quotients have the same value
 representation of the same action
 Share a set equally
 Both ½ and 0.5 are benchmarks
Different
 one has a fraction and the other is a decimal
 answers could be in different forms (decimal and fractions)
Slides 32 - 37
Finish Benjamin Bucks Picnic Activity. These problems are included in the
Smart Board for you to model for your students if needed. Use these slides for
guided, partner, and independent practice along with the student document,
which may be used at teacher discretion.
An answer key is provided at the end of this lesson document.
Discuss each step of the Four-Step Process as you solve each problem.
You can do steps 1 and 4 orally. Steps 2 and 3 will be recorded on the
student recording sheet.
Additional Activity:
Mixed Operation Sort
MATH_5_A_MULTIPLY DIVIDE FRACTIONS MIXED PRACTICE SORT 2014_RES
Run one-sided partner/table copies of the problems. Each table group will
place the symbols (×÷+-) on their table with dry erase. Cut problems into
individual strips for students to sort them. Students will perform steps 1 and 2
of the 4 Step Process to determine the action and place the story problem
under the correct symbol (operation). After monitoring and checking for
understanding, you can determine the number of problems you would like the
students to finish solving.
Property of Cy-Fair ISD Elem. Math Dept. (5th Grade) 2014 – 2015
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Part 3 & 4: Benjamin Buck’s Picnic - Division of Fractions - KEY
1.
At the picnic, Benjamin has four ears of corn on his tray. He places
1
an ear of corn
2
on each plate. How many plates will get corn?
Which of the following could be used to determine the number of plates that will receive
corn? (Circle one)
A.
1
2
4
B.
1
4
2
C.
4
1
2
D.
2
1
4
Benjamin will be able to put corn on ____8____ plates.
2.
Benjamin has 3 pounds of ground turkey meat to make turkey burgers. He wants to
1
make each turkey burger
pound.
4
Which of the following could be used to determine the number of turkey burgers
Benjamin can make? (Circle one)
A.
3
1
4
B.
1
3
4
C.
1
4
3
D.
4
1
3
How many burgers can Benjamin make from 3 pounds of ground turkey?
____12________
3.
Benjamin’s sister made eight trays of brownies to share at the picnic. When they come
out of the oven, each brownie tray is cut into fifths as shown.
Which of the following could be used to determine the number of individual brownies
Benjamin’s sister has to share? (Circle one)
A.
1
8
5
B.
1
5
8
C.
8
1
5
D.
5
1
8
How many individual brownies can Benjamin’s sister get from 8 trays?
_____40_______
Property of Cy-Fair ISD Elem. Math Dept. (5th Grade) 2014 – 2015
18
1
cup baby carrots from the table. All
2
three of the dogs consumed an equal amount of the carrots. What amount of carrots
did each dog eat?
4.
One of Benjamin’s three dogs grabbed a bag with
5.
1
1
3 
2
6
At the picnic, a bowl contains 15 cups of potato salad. A serving size of potato salad is
1
cup. How many servings of potato salad are in the bowl?
3
15 
1
 45
3
1
pound bag of candies. He shares the candies
5
evenly among four children. How many pounds of candies did each child get?
1
1
4 
5
20
1
To make a cheese dip, one of Benjamin’s friend’s uses
pound of cheddar cheese. If
4
6 friends share the cheese dip evenly, how much cheddar cheese does each person
eat?
1
1
6 
4
24
6.
On of Benjamin’s friends brought a
7.
Matching - Match each scenario with the correct expression (not all will be used).
__G_8.
requires
Benjamin’s aunt has 10 yards of ribbon to make bows for the tables. Each bow
1
yard ribbon. How many bows can she make?
4
__ F _9.
Benjamin’s cousin has 4 sacks of crawfish. Each serving of crawfish is
1
of a
10
sack.
How servings of crawfish are there?
__A__10.
rope is
Benjamin plans to make jump-ropes. He has 40 feet of rope, and each jump10 feet long. How many jump-ropes can he make?
__C__11.
A.
A recipe for salsa calls for 4 cups of diced tomatoes. Benjamin’s uncle only owns
1
1
one measuring cup and it holds
cup. How many
cups of diced tomatoes will
4
4
Benjamin’s uncle have to put into the recipe?
40 10
E.
B.
1
4
4
1
 10
4
F.
C.
4
1
10
4
1
4
G.
D.
10 
10  40
1
4
Property of Cy-Fair ISD Elem. Math Dept. (5th Grade) 2014 – 2015
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