Students solve fraction multiplication and division problems. To see the answers, learners need to roll their mouse over the colored area.

In this activity, students will focus on dividing fractions, starting with single-digit denominators and working up.

This animated video illustrates a word problem that requires dividing two fractions with equal groups, group size unknown. Students are presented with a problem that asks how long it takes a sloth to climb down a tree trunk at an even rate and given a solution to the problem that uses visual modeling. In the accompanying classroom activity, students solve a second problem using their own visual models.

This video illustrates a visual model for solving a word problem involving the division of fractions. The problem asks students to determine the width of a rectangular platypus burrow based on its length and area. In the accompanying classroom activity, students use arrays to estimate and/or solve the challenge problem presented at the end of the video.

This animated video illustrates a visual model for solving a word problem involving the division of fractions. The problem asks students to use fractions to compare the spring weight of a hedgehog with its weight just before hibernation. In the accompanying classroom activity, students use visual models to work through the challenge problem presented at the end of the video, which also involves the division of fractions and comparison.

This video illustrates a visual model for solving a word problem involving the division of fractions. The problem asks students to determine the length of a losing frog's jump in a jumping frog contest based on a comparison with the length of the winning jump. The accompanying classroom activity requires students to use visual models to work through the challenge problem presented at the end of the video, which also involves the division of fractions and comparison.

Students will use their understanding of multiplying fractions and apply it to dividing fractions which is a key component in common core. Included in this lesson are a closing activity, a link to a website for area models, and a video explanation of an activity.

The purpose of this task is to present students with a situation in which they need to divide a whole number by a unit fraction in order to find a solution.

The purpose of this task is to provide students with a situation in which it is natural for them to divide a unit fraction by a non-zero whole number.

How do you visually represent dividing with fractions? When you have a remainder, what does it actually mean? Students look for patterns and create algorithms for dividing with fractions.

The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.

What is going on in the problem? What are you trying to figure out? What kind of model could you create for this problem? Students apply the skills they have learned throughout Unit 4.

This task could be used in instructional activities designed to build understandings of fraction division. With teacher guidance, it could be used to develop knowledge of the common denominator approach and the underlying rationale.

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.