The Nuts and Bolts of Neurology May 9, 2013 By Marisa Clauson, CPC.
LESSON 25 OBJECTIVE: DIVIDE A WHOLE NUMBER BY A UNIT FRACTION By the end of the lesson, I will be...
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Transcript of LESSON 25 OBJECTIVE: DIVIDE A WHOLE NUMBER BY A UNIT FRACTION By the end of the lesson, I will be...
![Page 1: LESSON 25 OBJECTIVE: DIVIDE A WHOLE NUMBER BY A UNIT FRACTION By the end of the lesson, I will be able to… 5TH GRADE MODULE 4– LESSON 25 K. CLAUSON.](https://reader030.fdocuments.in/reader030/viewer/2022032800/56649d365503460f94a0ee38/html5/thumbnails/1.jpg)
LESSON 25OBJECTIVE: DIVIDE A WHOLE NUMBER BY A UNIT FRACTION
By the end of the lesson, I will be able to…
5TH GRADE MODULE 4– LESSON 25K. CLAUSON
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WRITE FRACTIONS AS DECIMALS
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MULTIPLY FRACTIONS BY DECIMALS
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APPLICATION PROBLEM
The label on a 0.118 L bottle of cough syrup recommends a dose of 10 mL for children aged 6 to 10 years. How many 10 mL doses are in the bottle?
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PROBLEM 1Jenny buys 2 pounds of pecans. a. If Jenny puts 2 pounds in each bag, how many bags can she make?
Work with your partner to write a division sentence that explains your thinking.
How many bags of pecans can she make?
Concept Development
2 ÷ 2 = 1
1 bag
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PROBLEM 1Jenny buys 2 pounds of pecans. b. If she puts 1 pound in each bag, how many bags can she make?
Write a division sentence for this situation and solve.
Answer the question in a complete sentence.
Concept Development
2 ÷ 1 = 2
She can make 2 bags.
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PROBLEM 1Jenny buys 2 pounds of pecans. c. If she puts 1/2 pound in each bag, how many bags can she make?
What would this division sentence look like?
Will the answer be more or less than 2?Let’s use a rectangular piece of paper to show this!
Concept Development
2 ÷ ½ = 2* It is like asking how many halves are in 2.
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PROBLEM 1Jenny buys 2 pounds of pecans. c. If she puts 1/2 pound in each bag, how many bags can she make?
Let me model this with a tape diagram and a number line.
Concept Development
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PROBLEM 1 There are 4 halves in 2
wholes. She can make 4 bags. But how can we be sure 4 halves is correct? How do we check a division problem? By what do we need to multiply the quotient?
What is the quotient? What is the divisor?
What would our checking expression be?
4 x ½ = 2
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PROBLEM 1Jenny buys 2 pounds of pecans. d. If she puts 1/3 pound in each bag, how many bags can she make?
Concept Development
(model with paper rectangle first)
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PROBLEM 1Jenny buys 2 pounds of pecans. e. If she puts 1/4 pound in each bag, how many bags can she make?
Concept Development
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JENNY’S PROBLEMS SHOW US SOME PATTERNS! CAN YOU SEE THEM?!?
2 ÷ 2 = 1 2 ÷ 1 = 2 2 ÷ ½ = 4 2 ÷ ⅓ = 6 2 ÷ ¼ = 8
Do you notice…? We start with 2 pounds each time, but then it is being divided by a smaller and smaller unit.The answer is getting larger and larger.
When the 2 pounds is divided into smaller units, then the answer is bigger.
WHY?????
When we cut a whole into smaller parts, then we’ll get more parts.
The more units we split from one whole, then the more parts we’ll have. That’s why the quotient is becoming larger.
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PROBLEM 2Jenny buys 2 pounds of pecans. a. If this is 1/2 the number she needs to make pecan pies, how many pounds will she need?
Two is half of what number?
Give me the division sentence. (Be careful!)
2 x 2 = 4 OR ½ x 4 = 2
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PROBLEM 2Let’s try to write a division expression for this whole number situation…. 4 x ____ = 8What would the complete division sentence be?
8 ÷ 4 = 2
Now try the same process with ½ x ___ = 2Give me the division expression with the answer. 2 ÷ ½ = 4
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PROBLEM 2Jenny buys 2 pounds of pecans. a. If this is 1/2 the number she needs to make pecan pies, how many pounds will she need?
What is the whole unit in this story?
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PROBLEM 2Jenny buys 2 pounds of pecans. b. If this is 1/3 the number she needs to make pecan pies, how many pounds will she need?
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PROBLEM 2Jenny buys 2 pounds of pecans. c. If this is 1/4 the number she needs to make pecan pies, how many pounds will she need?
Skip this maybe?!
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PROBLEM 3
Tien wants to cut ¼ foot lengths from a board that is 5 feet long. How many boards can he cut?
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GET READY TO FINISH THEPROBLEM SET ON YOUR OWN!
Work on Problem Set 25.You will have 10 minutes to work!
-------------------------------------------------------------------Fast finishers: Math Center Activities- choice boards,
extra Sprint challenge CML packets/ worksheets Problem Solving pages 5TH GRADE MODULE 4– LESSON 25
K. CLAUSON
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5TH GRADE MODULE 4- LESSON 25K. CLAUSON
LET’S DEBRIEF
• Take 2 minutes to check your answers with your partner.
• Let’s share any insights you had while solving these problems.
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5TH GRADE MODULE 4– LESSON 25K. CLAUSON
EXITTICKETLESSON 25