options: Use equivalent fractions as a strategy to add and subtract fractions.

Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
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.)


correct_option_index: 4