# Butters, Batters, and Bunny Costumes MODELING FRACTION DIVISION G06.U01 Georgia Department of Education Dr. John D. Barge, State School Superintendent.

## Presentation on theme: "Butters, Batters, and Bunny Costumes MODELING FRACTION DIVISION G06.U01 Georgia Department of Education Dr. John D. Barge, State School Superintendent."— Presentation transcript:

Butters, Batters, and Bunny Costumes MODELING FRACTION DIVISION G06.U01 Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2013 All Rights Reserved Butters, Batters, and Bunny Costumes- 1

Pre-Assessment Task Directions Spend 15 minutes working individually on this task. Read through the task and try to answer it as carefully as you can. Show all your work so that I can understand your reasoning. Don’t worry if you can’t complete everything. There will be a lesson that should help you understand these concepts better. Your goal is to be able to confidently answer questions similar to these by the end of the next lesson. G06.U07 Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2013 All Rights Reserved Graphing on the Coordinate Plane 2

G06.U01 Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2013 All Rights Reserved Butters, Batters, and Bunny Costumes- 3

G06.U01 Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2013 All Rights Reserved Butters, Batters, and Bunny Costumes- 4

Collaborative Activity Instructions: How Many Batches of Brownies Can You Bake? You have been grouped based upon your responses to the Formative Assessment “How Many Batches of Brownies Can You Bake?” You will work in pairs on the collaborative discussion task. You should match the situation you read with the mathematical sentence on the other cards. When that is finished, I will hand out graph paper and you will draw and model the fraction division in order to arrive at the answer. Glue these answers to your chart paper to present in a gallery walk later. (OPTIONAL: teacher may hand out the modeling cards if students have trouble modeling the fraction division by themselves). During the gallery walk, visit your neighbor’s solutions and models to compare/contrast how they modeled fraction division (whether they used number lines, bars, or tapes). If you understand their model better, copy it down on your paper to discuss later. I will then hand out the answer cards and you match the answers to the division problems with your other sentence/model/situation match. We can check your answers during the plenary discussion. After a plenary discussion, you will have the opportunity to return to your original assessment tasks, and try to improve your own responses

*Create either a number line or area model! 01 12 987 654 3 Plenary Discussion

When you divide a fraction by a whole number, what happens to the quotient? Remember: She has of a whole pizza left, and she plans to share it equally with two of the cast members and herself. What fraction of the whole pizza will each person receive? 1 slice per person 2 slices per person 3 slices per person Or Number Line

Area Model 1 person

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