- 07/21/16 | Adjusted: 08/16/18 | 8 files
- Grade 5
Interpreting Fractions as Division (Tinker) ©
This lesson is focused on 5.NF.B.3: interpreting fractions as division of the numerator by the denominator, in the context of a real world problem. Students work to solve how to share 3 cups of ice cream equally among 4 people. They use manipulatives and strategies of their choosing to solve the problem with small groups. Core Actions 1 and 2 are strongly illustrated by this lesson.
This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.
Interpreting Fractions as Division (Tinker)Download
Here, the teacher is asking small groups of students probing questions that cause them to share their thinking about the problem. She asks, "Who has a plan?" and a student answers by sharing his plan with the teacher and the group. She follows up with asking, "How do you know it will be a fraction?" to which the student responds with his idea.
In this part of the lesson, students are explaining their thinking. For example, one student says, "we should use a picture as a model" to respond to the teacher. Other students can be heard talking with their table groups about how they are going to approach the problem. Students mostly elaborate in response to the teacher's questions.
In this part of the lesson, the teacher is checking the understanding of one table group of students. The students have decided to incorrectly multiply 3 and 4, instead of divide 3 by 4. She redirects them by having them reread the problem and consider the manipulatives they have available; then she goes and gets them an actual cup measuring tool in order to show them what the cup looks like and she leaves it with them as a tool.
This part of the lesson includes three different students sharing their strategies and solution methods. They have already drawn their strategies on the white board and are now explaining their models. The first student separated the three cups each into fourths and distributed three fourths to each student. The second student incorrectly divided 4 by 3 but demonstrates understanding of the problem after hearing the first student share and changes her thinking. The third student uses numbers such as 50 and 25 - similar to percents of each whole cup - and gives each person 50 first and 25 second (for a total of 75(%)). The teacher connects the numbers to fractions by putting each number over 100. The other students have opportunities to ask questions of each student who shared. The teacher also provides students opportunities to restate what they see happening at the board in his/her own words.
The teacher closes the lesson by referring back to the objective of the lesson, having students read it together. The teacher repeats the important information from the word problem, identifies the mathematics that students did to get the solution, and highlights one student's strategy. She reminds students that 3 divided by 4 = 3/4.