standard_description: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
problem_activity: Narrative
The purpose of this estimation exploration is for students to use what they know about fractions to estimate how much of the tape is shaded. Students use what they know about division to determine about how much of the bar is shaded.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
The large rectangle represents 1. What fraction of the large rectangle is shaded?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Student Response
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Advancing Student Thinking
If students do not have an estimate, encourage them to draw on the diagram or cut it out and fold it. Ask students: “How can drawing on or folding the diagram help you figure out how much is shaded?”
Activity Synthesis
“How did you make your about right estimate?” (It looks like there are about 5 of those shaded pieces in the whole rectangle so that’s about
\(\frac{1}{5}\)
.)


aligns: no