## First Step To Dividing Fractions: Modelling

Just like multiplication, once students gain expertise in modeling division problems for fractions, then the procedural method to find the answer is a cakewalk. Therefore, for the division of fractions as well, its suggested to use the approach from visual to non-visual method. For students, such an approach is more plausible as it lays a strong conceptual foundation.

*Lets see a few examples. *

## Analysis: Multiplying Fractions Versus Whole Number Multiplication

**Question**: **Do we always get a greater product on multiplying two numbers?**

Observe the following multiplication problems.

6 × 4 = 24

**Case 4: When one of the multiplicands is a fraction greater than 1**

*The product is will be greater than the other fraction*

8/3 × 2/5= 16/15

6/10 × 9/5= 54/50= 27/25

9/6 × 1/7= 9/42= 3/14

**Case 5: When both of the multiplicands are fractions greater than 1**

*The product will be greater than both the fractions. *

8/3 × 3/2 = 4

6/4 × 5/2= 30/8

## To Find The Quotient We Need To Move The Top Part Of The Purple Area So That Its The Same Height As The 23 Factor

**How to draw models for dividing fractions**. To show half draw 2 equal boxes to represent the total number of equal parts and shade 1 part out of the 2 equal parts. Standards 6nsa1 youll gain access to interventions extensions task implementation guides and more for this instructional video. Division model how to draw models to solve problems teach division using division model solve plex dividing questions with the model method learn different ways to draw divide models and boost your kidstag.

You can also check out the other variations of the fractions model. And so 14 would be 1 of these 4 equal sections. Move the top two purple pieces into the 23 height area the area within the 23 bracket.

Swbat to determine the quotient when dividing a whole number by a fraction where the quotient will be a whole number using a visual model. But we want to take 12 of that. Well let me take a whole let me take a whole here and let me divide it into fourths.

Other shapes such as rectangles can also be used to model fractions. Math workshop adventures multiplication and division. In this lesson you will learn how to divide fractions by fractions by using models.

Sal uses a fraction model to multiply fractions. Next reverse the numerator and denominator of the fraction youre dividing the whole number with. Models for the multiplication and division of fractions.

Dividing Fractions Using Repeated Subtraction Questioning My

Visual Fractions Worksheets Tahiro Info

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## Dividing Fractions By Fractions

**Begin with an example problem.**Let’s use

**2/3 ÷ 3/7**. This question is asking us how many parts equal to 3/7 of a whole can be found in the value 2/3. Don’t worry it’s not as hard as it sounds!

**Change the division sign to a multiplication sign.**Your new equation should read:

**2/3 * __**Advertisement

**2/3 * 7/3 = __**

**2 * 7 = 14.**

**14**is the numerator of your answer. Then multiply the denominators of the two fractions together:

**3 * 3 = 9.**

**9**is the denominator of your answer. You now know that

**2/3 * 7/3 = 14/9.**

**Simplify your fraction.**In this case, because the numerator of the fraction is larger than the denominator, we know that our fraction is larger than 1, and we should convert it to a mixed fraction.

**14**by

**9.**9 goes into 14 one time, with a remainder of 5, so you should write out your reduced fraction out as:

**1 5/9**.

## How To Draw Models For Multiplying Fractions

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Core Content

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## How To Draw Models For Dividing Fractions

To divide a whole number with a fraction make the whole number into a fraction by putting it over a denominator of 1. Big idea we can use visual models to help us represent and solve problems involving dividing a whole number by a fraction.

Dividing Fractions Ccss 6 Ns 1 Apply And Extend Previous

3 Ways To Divide A Whole Number By A Fraction Wikihow

How To Draw A Model For Dividing Fractions Fresh The Best By Images

## Starting With The Multiplication & Division Of Fractions: Must

- Understanding of multiplication and division with whole numbers
- Understanding of fractions and their visual models
- Representing whole numbers as fractions
- Equivalent fractions
- Simplifying fractions to their lowest form
- Conversion of improper fraction into mixed number form and vice-versa
- Addition of fractions

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## Key To Excel Practice More

Understanding fractions and their operations become a lot easier once children gain expertise in visualizing the problem and know what needs to be calculated. But to gain such confidence, they need to practice a lot of problems. Its necessary that they model the problem and then solve them.You can refer to these worksheets on SplashLearn which are easily downloadable and printable, to help solidify your kids understanding of multiplying fractions.

## Proper And Improper Fractions

The fraction } is a proper fraction if a< b and an improper fraction if a\ge b.

Name the improper fraction modeled. Then write the improper fraction as a mixed number.

Solution:Each circle is divided into three pieces, so each piece is } of the circle. There are four pieces shaded, so there are four thirds or }. The figure shows that we also have one whole circle and one third, which is 1}. So, }=1}.

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## Models Make The Difference

I know teaching with models can be intimidating. As a second year teacher moving to sixth grade, I wanted to just skip over them. Dont do it! **Models are powerful tools** and there is a reason they are in the Common Core Math Standards. It may take some time and practice for both you and your students.

But the aha moment students have when they **connect the standard algorithm to invert and multiply to their models** makes it totally worth it!

## How To Teach Dividing Fractions With Models

*Looking for a meaningful way to teach dividing fractions by fractions? This FREE digital activity for google slides uses area models to make sense of dividing fractions so your students understand the standard algorithm. *

Dividing fractions is probably one of the trickiest standards to teach in sixth grade. Then add using models on top of that and it is easy to feel overwhelmed! We so often skim or skip over using and teaching models with our students because they can be confusing to not only our students but to us too! When we **teach division of fractions****through models**, it is a powerful and useful tool that when used correctly can deepen our students understanding.

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## Why Fraction Visual Models Matter

Research shows that fraction visual models are incredibly effective for teaching fraction concepts.

Conceptual understanding means knowing the *meaning* of a numerators and a denominators. As well as understanding what actually happens when we perform fraction operations. Knowing *why the algorithms work*, as opposed to just getting answers.

Without conceptual understanding, students cant use what they know to solve word problems, or apply their understanding in real-world situations.

Many students learn to calculate with fractions, but most never developing conceptual understanding. Some educators believe that a procedural approach is good enough I didnt learn about fraction visual models in school, and I turned out fine!

But a number of studies highlight the disappointing results of the old school approach. For one, American students consistently perform poorly on international math assessments. Many of us continue to struggle with fractions through collegeand into adulthood.

In addition to their instructional benefits, fraction visual models also make effective assessments. As in my *Secret Whiteboard* example, when students draw a fraction visual model, you can instantly tell whether or not they have understand the concept. This isnt always clear when theyre just calculating.

## Tip #: Draw Your Fraction Visual Models To Scale

When it comes to developing *numeracy*, the best visual models are scale models.

A scale model is one that accurately represents the size of the number. So a scale model of is the same size as a model of 4/6. And a scale model of is twice as big as a scale model of .

A good scale model also represents the meaning of the operations involved. So a scale model of addition shows two values being combined, while a scale model of division shows a number being split into equal parts.

When drawing fraction visual models for your students, dont stress that models are exactly proportional . But they should look as if theyre cut into equal parts. And a visual model of x ¼ shouldnt just be a model of 1/12. Demonstrate what is happening when we multiply a fraction by a fraction.

Set these expectations for students as well. If they find it hard to draw shapes cut into equal parts, try using technology or graph paper.

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## Dividing Fractions: 4 Easy Steps

Its imperative that we encourage the children to observe the quotients derived from the models and tell what rule is being followed in the multiplication of fractions. Such activities with them help in developing inference and reasoning skills.

Help them memorize the procedure through these 4 easy steps to divide fractions.

## Problem Solving Series: Model Drawings With Fractions

Fractions, as we know, is a very hard area for students to acquire conceptual understanding. When reading a word problem involving fractions, most kids panic because they dont know where to start.

Thoughts like we should skip count and find a common denominator or is the problem asking how many we should do all together? run through their heads. The hardest part about fraction word problems is that they are usually multi-step and sometimes the words used are scarier than what the problem is actually saying.

So, when it comes to these kinds of problems, we want to help kids break down the problem. We can help them go through the process of reading the whole problem and putting lines in the problem when they get new pieces of information and then we can help them be able to build the problem within their model drawing.

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## Intro To New Material

In the Intro to New Material section, I show students how to draw three different visual models: a number line, a circle model, and a rectangular model. Throughout the lesson, students have access to these Steps for Drawing Models. I project the steps on the document camera as students work in partners and independently later in the lesson.

To start Problem A, I ask students what they know from the problem. I also ask them what we need to find out. Throughout the school year, students will need to be able to answer these questions when making sense of problems, and I want them in the habit of doing this early on. For this model, we draw 6 circles to represent the 6 wholes in the problem. We then split each of the circles into thirds, because we’ll need to find out how many groups of 2/3 will fit into the 6 wholes. I expect students to circle groups of two 1/3 pieces. To help with organization, students will number the circled groups as they go. In this problem, they will circle 9 groups.

Problem B is very similar to Problem A. For this model, I have students use rectangles to represent the wholes, rather than circles. I ask questions of students, to have them help me construct my model. For the written response, an exemplar answer can be: “The quotient is larger than the dividend because the divisor is larger than the dividend . This means that you can make at least the number of groups of the divisor from the dividend, with more left over.”

## Introduction Multiplying & Dividing Fractions

**Tough creatures The Fractions! **

Fractions are considered to be one of the trickiest math concepts for young kids because it has different notations than whole numbers. It is an abstract notion that challenges the little rockstars to do better.

Operations on fractions add to the complexity as it becomes strenuous for children to understand what these operations mean in concrete and therefore, they visualize them for better understanding. The multiplication and division of fractions might be contradictory to the already existing understanding of multiplying and dividing whole numbers.

For example, multiplying two whole numbers always results in a greater product, but this is not the case with multiplying fractions

Similarly, dividing two whole numbers usually results in a quotient that is smaller than the dividend, but this is not the case with the dividing fractions.

Due to the lack of deep understanding of these concepts, even among teachers, students have a hard time understanding fractions. It also paves way for confusion and misconceptions among them.The aim of this article is to provide engaging methods that would help children visualize multiplication and division concepts. Furthermore, we will also try to ease the understanding of procedures involved in multiplying and dividing fractions through a simple methodology involving just 4 steps.*Read on and make learning fractions easy and pleasant!*

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## Working With Fractions: Dividing Fractions

For most of us dividing fraction is one of those things where we got the right answer in math, but we dont really remember why.

Most of us memorized a procedure with a concept we dont understand: dont ask why, just invert and multiply. Maybe its time to ask why!!

When we look at dividing fractions with our students today, we can start with a lot of questions that challenge that memorized procedure: Is it possible to actually divide by fractions or can you only multiply by fractions? And why do we flip or invert fractions and then multiply??

I was in a classroom not too long ago, modeling the concepts were talking about today by using the pattern blocks to help students explore their knowledge, and I asked the students *why do we invert and multiply *?

A student raised his hand and said, *So you can get more of an accurate answer.* I responded by asking *Is it going to be inaccurate if you divide??*

In todays blog, were going to explore how we should have learned about dividing fractions before we learned a trick to get us the right answer.

## Bringing Fraction Visual Models To Your Classroom

If you can focus on these five strategies, your students fraction fluency will grow in no time.

Even if you already feel confident teaching fraction visual models, you still need the right resources. And if your textbook doesnt create opportunities for deep, meaningful learning, youll want to check out the lessons and activities in our online store. Even if you have a great curriculum, youll find supplemental tasks to *challenge and support* learners at every level.

You can even download an entire treasure trove of activities, to cover all the foundational fraction topics. Just check out our *Fractions Essentials Bundle*. It has everything youll need: lesson plans, digital activities, printable .pdfs, and helpful teaching tips. Your students will *love* learning about fractions through *visual models*, *word problems*, and *number sentence proofs*.

To take your visual model chops to the next level enroll in an *Online Educator Workshop*. These arent video courses: every session is conducted in real time, and facilitated by an expert math educator. Youll engage in collaborative activities with fellow educators, as you learn all there is to know about teaching visual models.

We offer separate sessions for Grades K-5 and for Grade 6 through Algebra I. Youll learn best practices for teaching and assessing visual models, as well as how to create powerful, collaborative, inquiry-based learning experiences in your classroom.

**About the Author**

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## Visual Models: Why They Matter

The purpose behind visual models is to help our students understand the **why**. Have you ever heard the phrase Dont ask why, just invert and multiply? Our teachers often taught math this way to us, simple procedures with little to no deeper understanding.

Fortunately, we have discovered that real learning comes from helping children **understand the reason behind procedures**. Possibly even discovering the procedures for themselves. This kind of math learning leads to real understanding and is less likely to be memorized and then forgotten by our students.

This may be especially true when **dividing fractions by fractions**.