standard_description: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
The purpose of this Number Talk is for students to demonstrate strategies and understandings they have for dividing a whole number by a unit fraction. These understandings will be helpful later in this lesson when students match situations to equations and solve the equations.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(6 \div 1\)
\(6 \div \frac {1}{2}\)
\(6 \div \frac {1}{3}\)
\(6 \div \frac {1}{6}\)
Student Response
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Activity Synthesis
“Why is the quotient getting larger with each problem?” (Because we are dividing the same number into smaller sized groups so there are going to be more groups.)


aligns: no