MS Math SPED Resource Map

DIVIDING FRACTIONS (SPED Resource)

Unit 4

CALCULATOR

PACING

KEY LANGUAGE USES

December 2 - January 10 (20 days)

No

EXPLAIN

STANDARDS

Standard 6.NS.1 Compute quotients of fractions by fractions.

a. Solve real-world problems involving division of fractions by fractions, and explain the meaning of quotients in fraction division problems. b. Apply strategies such as using visual fraction models, applying the relationship between multiplication and division, and using equations to represent such problems as: How much chocolate will each person get if 3 people share ½ lb. of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? c. Create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) + (c/d) = ad/bc.) when multiplying or dividing quantities. Standard 6.G.2 Find the volume of a right rectangular prism with appropriate unit fraction edge lengths by packing it with cubes of the appropriate unit fraction edge lengths ( for example, 3 1/2 x 2 x 6), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V= lwh and V=bh to fnd volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. (Note: Model the packing using drawings and diagrams)

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

I can divide fractions and explain why the algorithm works. Language Supports: ● Vocabulary (divide, reciprocal)

DIFFERENTIATION IN ACTION

Skill Building

From activity 6.2: As groups of 3-4 discuss the frst question, circulate and record language students use to explain how Andre’s tape diagram can be used to solve the equation. Listen for phrases such as “equal parts,” “same size,” and “group of ⅔ .” If groups are stuck, consider asking “How are the number of groups represented in the tape diagram?”, “Where are the values in the equation represented in the diagram?”, or “What do the blue