12.4.

19 Lesson: Dividing Unit Fractions by Whole Numbers

1. Content and Standards​: CC.2.1.5.C.2: Apply and extend previous understandings of

multiplication and division to multiply and ​divide fractions​.
○ Eligible Content: M05.A-F.2.1.4 - ​Divide (unit) fractions by whole numbers
and whole numbers by unit fractions
2. Prerequisites​:
○ Students should already know how to multiply fractions
3. Essential Questions​:
○ How does dividing fractions relate to the real world?
○ How can you represent the division of fractions using models?
4. Materials​ ​and​ ​Equipment​:
○ Projector: do now slide, mini lesson slide, guided practice slide, and class
agenda slide
○ Workbook and Textbook 5A
5. Instructional​ ​Objective​: Following a do now and mini lesson on dividing unit
fractions by whole numbers, students will be able to use the ‘keep change flip’
method in order to divide unit fractions by whole numbers.

Following a thorough explanation of how to use models to represent the division of

unit fractions by whole numbers, students will be able to explain whether or not a
given model can be used to solve a given problem.
6. Instructional​ ​Procedures
○ Do Now: 3 children shared 3/4 of a hoagie equally. What fraction of the
hoagie did each child receive?
i. What operation do you think this implies?
1. Think-pair-share responses
ii. ¾ ​÷ 3 = ¼ .. this makes sense because ¼ + ¼ + ¼ = ¾
1. Just like we know that 6 ÷ 3 = 2 .. this makes sense because 2 +
2 + 2 = 6.

1/4 2/4 3/4 4/4

1/4 1/4 1/4 1/4

****So we keep the first number the same, we change the division sign to multiplication,
and we flip the second number. ¾ ​÷3 → ​¾ ​x 1/3 = 3/12 = ¼
○ Mini Lesson: Keep Change Flip
 i.
Video: Make sure you are paying attention to the video because we
are going to discuss it afterwards. Flocabulary video:
https://www.youtube.com/watch?v=t_3afn9L7XU
ii. Keep the first number the same, change the division sign to
multiplication, and flip the second number to its inverse
1. How does this work?
a. Ex. Let’s look at 12 ​÷ 3. If we keep the 12 the same, flip
the division symbol to multiplication and flip the second
number to its inverse we will get 12 x ⅓ . This ends up
being the same thing as 12/3 which is 4.
○ Practice ‘Keep Change Flip’:
i. ¾ ​÷ 2 = ⅜
1/4 2/4 3/4 4/4

⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛

ii. 6/7 ÷ 3 = 6/21

1/7 1/7 1/7 1/7 1/7 1/7 1/7

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21 21

iii. ⅓ ÷ 5 = 1/15

1/3 1/3 1/3

1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15

○ Independent Work:
i. Textbook 5A page 100 #3 (ALL)
1. Small group in the back

○ Closure:
i. Homework: Workbook 5A page 111 and 113
○ Assessment:
 i. Exit slip
1. 2/9 ​÷ 2 = 2/18
7. Assessment​:
○ Exit slip:
i. Fill in the blank: 2/5 ​÷ 3=_______________.
ii. Can you use this model to solve the division problem in part 1? Why
or why not?

1/5 1/5 1/5 1/5 1/5

1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15 1/15

8. Differentiated​ ​Instruction​:
○ Think-pair-share during Do Now discussion
○ Fraction strips are available for students who need manipulatives
○ Using models to show the division of unit fractions by whole numbers
○ Showing a video to model the ‘Keep Change Flip’ method
○ Small group during independent practice
○ Exit slip has a problem for students to solve using the ‘Keep Change Flip’
method and the second question asks if a model can be used for the problem
they just solved. This shows the students’ level of understanding of the
content