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Lesson 8: Dividing Fractions and Mixed Numbers: Student Outcomes
Lesson 8: Dividing Fractions and Mixed Numbers: Student Outcomes
Lesson 8: Dividing Fractions and Mixed Numbers: Student Outcomes
Student Outcomes
Students divide fractions by mixed numbers by first converting the mixed numbers into a fraction with a value
larger than one.
Students use equations to find quotients.
Lesson Notes
There is some mandatory prep work before teaching this lesson. The memory game that is included in this lesson needs
to be cut and prepared for pairs or individual students.
Classwork
Example 1 (12 minutes): Introduction to Calculating the Quotient of a Mixed Number and a Fraction
1
Carli has 4 walls left to paint in order for all the bedrooms in her house to have the same color paint.
2
5
However, she has used almost all of her paint and only has of a gallon left. How much paint can she use on
6
each wall in order to have enough to paint the remaining walls?
5 1
In order to solve the word problem, we must calculate the quotient of ÷4 .
6 2
Before dividing, discuss how the answer must be less than one because you are
Scaffolding:
dividing a smaller number by a larger number. Estimation could also be used to
1 If students struggle with converting
emphasize this point: 1 ÷ 5 = .
5 mixed numbers into fractions, a
Explain that the mixed number must be converted into a fraction with a value larger model may help. On a number line,
than one. You may also emphasize that converting mixed numbers to fractions with a show students how 9 steps of
1 1
value larger than one is important for different division strategies. Have students length ends up at 4 .
2 2
complete this conversion on their own and share the process they followed.
Remind students about the formula they learned in the previous lesson; then, have
them attempt to solve the problem. Have students show the process they used to
find the quotient.
2 4
Calculate the quotient. ÷3
5 7
Students solve this problem individually as the teacher walks around checking for understanding. Students then share
their answers and processes used to find the quotients. Provide time for students to ask questions.
Exercise
Show your work for the memory game in the boxes provided below.
𝟑 𝟐 𝟑 𝟐𝟎 𝟑 𝟑 𝟗
A. ÷𝟔 = ÷ = × =
𝟒 𝟑 𝟒 𝟑 𝟒 𝟐𝟎 𝟖𝟎
𝟏 𝟑 𝟏 𝟏𝟗 𝟏 𝟒 𝟒
B. ÷𝟒 = ÷ = × =
𝟑 𝟒 𝟑 𝟒 𝟑 𝟏𝟗 𝟓𝟕
𝟐 𝟕 𝟐 𝟏𝟓 𝟐 𝟖 𝟏𝟔
C. ÷𝟏 = ÷ = × =
𝟓 𝟖 𝟓 𝟖 𝟓 𝟏𝟓 𝟕𝟓
𝟏 𝟓 𝟏𝟓 𝟓 𝟏𝟓 𝟔 𝟗𝟎
D. 𝟕 ÷ = ÷ = × = =𝟗
𝟐 𝟔 𝟐 𝟔 𝟐 𝟓 𝟏𝟎
𝟒 𝟓 𝟐𝟓 𝟓 𝟐𝟓 𝟖 𝟐𝟎𝟎 𝟓
E. 𝟑 ÷ = ÷ = × = =𝟓
𝟕 𝟖 𝟕 𝟖 𝟕 𝟓 𝟑𝟓 𝟕
𝟓 𝟗 𝟒𝟓 𝟗 𝟒𝟓 𝟏𝟎 𝟒𝟓𝟎 𝟏
F. 𝟓 ÷ = ÷ = × = =𝟔
𝟖 𝟏𝟎 𝟖 𝟏𝟎 𝟖 𝟗 𝟕𝟐 𝟒
𝟏 𝟏𝟏 𝟏 𝟏𝟑𝟏 𝟏 𝟏𝟐 𝟏𝟐 𝟑
G. ÷ 𝟏𝟎 = ÷ = × = =
𝟒 𝟏𝟐 𝟒 𝟏𝟐 𝟒 𝟏𝟑𝟏 𝟓𝟐𝟒 𝟏𝟑𝟏
𝟑 𝟓 𝟐𝟑 𝟓 𝟐𝟑 𝟗 𝟐𝟎𝟕 𝟕
H. 𝟓 ÷ = ÷ = × = = 𝟏𝟎
𝟒 𝟗 𝟒 𝟗 𝟒 𝟓 𝟐𝟎 𝟐𝟎
𝟏 𝟐 𝟏𝟔 𝟐 𝟏𝟔 𝟑 𝟒𝟖 𝟒
I. 𝟑 ÷ = ÷ = × = =𝟒
𝟓 𝟑 𝟓 𝟑 𝟓 𝟐 𝟏𝟎 𝟓
𝟑 𝟏 𝟑 𝟐𝟐 𝟑 𝟕 𝟐𝟏
J. ÷𝟑 = ÷ = × =
𝟓 𝟕 𝟓 𝟕 𝟓 𝟐𝟐 𝟏𝟏𝟎
𝟏𝟎 𝟒 𝟏𝟎 𝟏𝟖 𝟏𝟎 𝟕 𝟕𝟎 𝟑𝟓
K. ÷𝟐 = ÷ = × = =
𝟏𝟑 𝟕 𝟏𝟑 𝟕 𝟏𝟑 𝟏𝟖 𝟐𝟑𝟒 𝟏𝟏𝟕
𝟏 𝟕 𝟗 𝟕 𝟗 𝟖 𝟕𝟐 𝟒
L. 𝟐 ÷ = ÷ = × = =𝟐
𝟒 𝟖 𝟒 𝟖 𝟒 𝟕 𝟐𝟖 𝟕
Closing (4 minutes)
How does the process of dividing a fraction by a mixed number compare with our previous work with division of
fractions? Discuss similarities and differences.
Answers will vary, but some possibilities are listed below.
Similarities: We can use the invert and multiply method for both types of problems.
Differences: It is necessary to change the mixed number into a fraction greater than one before
applying the invert and multiply method.
Name Date
Exit Ticket
3 1
2. ÷2
7 2
5 5
3. ÷6
8 6
5 3
4. ÷8
8 10
𝟑 𝟏
2. ÷𝟐
𝟕 𝟐
𝟑 𝟏 𝟑 𝟓 𝟑 𝟐 𝟔
÷𝟐 = ÷ = × =
𝟕 𝟐 𝟕 𝟐 𝟕 𝟓 𝟑𝟓
𝟓 𝟓
3. ÷𝟔
𝟖 𝟔
𝟓 𝟓 𝟓 𝟒𝟏 𝟓 𝟔 𝟑𝟎 𝟏𝟓
÷𝟔 = ÷ = × = or
𝟖 𝟔 𝟖 𝟔 𝟖 𝟒𝟏 𝟑𝟐𝟖 𝟏𝟔𝟒
𝟓 𝟑
4. ÷𝟖
𝟖 𝟏𝟎
𝟓 𝟑 𝟓 𝟖𝟑 𝟓 𝟏𝟎 𝟓𝟎 𝟐𝟓
÷𝟖 = ÷ = × = or
𝟖 𝟏𝟎 𝟖 𝟏𝟎 𝟖 𝟖𝟑 𝟔𝟔𝟒 𝟑𝟑𝟐
𝟏 𝟒
2. 𝟒 ÷
𝟑 𝟕
𝟏𝟑 𝟒 𝟏𝟑 𝟕 𝟗𝟏 𝟕
÷ = × = or 𝟕
𝟑 𝟕 𝟑 𝟒 𝟏𝟐 𝟏𝟐
𝟏 𝟗
3. 𝟑 ÷
𝟔 𝟏𝟎
𝟏𝟗 𝟗 𝟏𝟗 𝟏𝟎 𝟏𝟗𝟎 𝟗𝟓 𝟐𝟖 𝟏𝟒
÷ = × = or or 𝟑 or 𝟑
𝟔 𝟏𝟎 𝟔 𝟗 𝟓𝟒 𝟐𝟕 𝟓𝟒 𝟐𝟕
𝟓 𝟕
4. ÷𝟐
𝟖 𝟏𝟐
𝟓 𝟑𝟏 𝟓 𝟏𝟐 𝟔𝟎 𝟏𝟓
÷ = × = or
𝟖 𝟏𝟐 𝟖 𝟑𝟏 𝟐𝟒𝟖 𝟔𝟐
Memory Game
A. B.
3 2 9 1 3 4
÷6 ÷4
4 3 80 3 4 57
C. D.
2 7 16 1 5
÷1 7 ÷ 9
5 8 75 2 6
E. F.
4 5 5 5 9 1
3 ÷ 5 5 ÷ 6
7 8 7 8 10 4
G. H.
1 11 3 3 5 7
÷ 10 5 ÷ 10
4 12 131 4 9 20
I. J.
1 2 4 3 1 21
3 ÷ 4 ÷3
5 3 5 5 7 110
K. L.
10 4 35 1 7 4
÷2 2 ÷ 2
13 7 117 4 8 7