options: Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate strategies and understandings they have for interpreting a fraction as division of the numerator by the denominator and vice versa. These strategies help students deepen their understanding of the relationship between division and fractions where the unknown is the numerator, denominator, or the value of the quotient.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(5 \div 2 = \frac{5}{2}\)
\(\frac{5}{2} = 5\frac{1}{2}\)
\(\frac{6}{2} = 3\)
Student Response
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Activity Synthesis
Display:
\(5\frac{1}{2}\)
\(\frac{5}{2}\)
“How are these expressions the same? How are they different?” (They both have 5 and 2 in them. They both show halves.
\(5\frac{1}{2}\)
means 5 wholes plus one half and
\(\frac{5}{2}\)
means 5 groups of one half.)


correct_option_index: 1