Lesson #

____ of Grade Level: 5th

_____
Central
Focus
Dividing Fractions
CCSS.MATH.CONTENT.5.NF.B.3 Apply and extend previous understandings of multiplication
and division. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
Solve word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the
problem.

CCSS.MATH.CONTENT.5.NF.B.7 Apply and extend previous understandings of division to divide

unit fractions by whole numbers and whole numbers by unit fractions.

Standard CCSS.MATH.CONTENT.5.NF.B.7.A Interpret division of a unit fraction by a non-zero whole

number, and compute such quotients.

CCSS.MATH.CONTENT.5.NF.B.7.B Interpret division of a whole number by a unit fraction, and

compute such quotients.

CCSS.MATH.CONTENT.5.NF.B.7.C Solve real world problems involving division of unit fractions

by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual
fraction models and equations to represent the problem.

Learning Students will be able to solve word problems involving division by using
Objective CUBES.

- Dividing Fractions word problems worksheet

- Youtube Video: Dividing Fractions simplified (animation with rap song)
Materials
https://www.youtube.com/watch?v=GLpaYFwthGY 2:32
- Mini anchor chart
- Smartboard
 The purpose of learning how to divide fractions is to help students understand what
Purpose
portion of a whole you need, have, or want so that they are able to apply it in real life
situations such as cooking, shopping or telling time.
 Review:
Begin by stating the objective which is “Today we will be solving word
problems involving division by using CUBES.”

- “Before we start, let's review by watching a quick video on how we

divide fractions.”
- Dividing Fractions simplified (animation with rap song)
https://www.youtube.com/watch?v=GLpaYFwthGY
2:32
- After the video, ask students, “What strategy do we use to divide
fractions?”
- Review KFC:
K- Keep the first fraction the same
F- Flip the second fraction
C- Change the division sign to multiplication

Provide students with an example: 3÷ ½

Since 3 is a whole number it goes over 1
Instruction
- Explain that when we divide whole numbers its goes over 1
First step: Put 3 over 1 = 3/1
Second step: Keep the first fraction the same
Third step: Flip the second fraction
½ becomes 2/1
Fourth step: Change division sign to multiplication

The new equation will now be: 3/1 x 2/1 =

Fifth step: Now we can just multiply straight across

3/1 x 2/1 = 3x2= 6
1x1 = 1

Therefore, the answer is 6/1 which is = to 6

- Show the students that we could have also solved 3÷ ½ by using a

model.
Tell students that we can draw 3 circles and then cut them in half, when we count the
total the answer is 6.

Mini Lesson: Tell students that they will be focusing on solving word problems
with division by using “CUBES”

CUBES: is a math word problem strategy that gives students a step-by-step

plan for math story problems.

- Tell students that through this we can pick apart what is being asked

“Let’s go through what CUBES stands for”

C - circle the numbers

Ex: 3, 7
U - underline the question
Ex: How many pencils did Ashely have left?
B - Box Key words
Ex: Left
E- Evaluate what steps to take
Ex: do I add? Do I divide?
S- Solve and check answer

Let's look at an example:

Sue has ½ gallon of milk to share evenly among four people. How much
milk, in gallons, should she give each person?
Tell students that, *whatever is the thing that is being cut, shared, or divided, is
the number that comes first*

- Tell students that we can use the CUBES strategy to tackle this
problem. “Let's begin by circling the numbers, (½ and the word Four)
- Next, I will underline the question (How much milk, in gallons, should
she give each person)
- Box key words among, share evenly
 - Evaluate, using those key words I can determine that I have to divide.
- Solve, now I can use KFC to solve my answer.

½÷4
KFC
K- Keep the first fraction the same½
F- Flip the second fraction 4 becomes ¼
Remind students that whole numbers go over 1
C- Change the division sign to multiplication ÷ becomes
multiplication
The new equation will now be: ½ x ¼ =

Now multiply, ½x¼ =⅛

Sue gave each person ⅛ gallons of milk.

Guided Practice 1: “Lets look an an example together”

Raven is making pillows. She needs ⅕ yard of fabric for each pillow. If she has
6 yards of fabric, how many pillows can she make?

“Lets first circle the important numbers, ⅕ and 6

Underline the question: how many pillows can she make?
Ask the class, “What are the key words?” each
Now, we can determine that we need to divide.
Now, Let's solve using KFC

6÷ ⅕ =
K- Keep the first fraction the same 6/1
Remind students that whole numbers go over 1
F- Flip the second fraction ⅕ becomes 5/1
C- Change the division sign to multiplication ÷ becomes
multiplication
The new equation will now be: 6/1 x 5/1 =

Now we multiply straight across, 6/1 x 5/1=

Raven is able to make 30 pillows.

Guided Practice 2 : Students will be asked to turn and talk to solve this
problem: Marge and Kimo equally share one fourth of a pie that was left over.
What fraction of the original pie did each friend get?

Once they finish, select a student to come up to the board and demonstrate how
they got their answer.

“Lets first circle the important numbers, ¼

and 2 people, (Marge and Kimo)
Underline the question: What fraction of the original pie did each friend get?
Ask the class, “What are the key words?” equally shared, “what fraction”
The question is looking for what fraction, meaning that the answer should be a
fraction.
Tell students that ¼ comes first because that is how much was shared amongst
2 people.

We can now determine that we need to divide.

Now, Let's solve using KFC

¼÷ 2=
K- Keep the first fraction the same ¼
F- Flip the second fraction 2/1 becomes ½
Remind students that whole numbers go over 1
C- Change the division sign to multiplication ÷ becomes
multiplication
The new equation will now be: 1/4 x½=

Now we multiply straight across, ¼x½=⅛

Marge and Kimo got ⅛ of the original pie.
 Anticipated difficulties: Some anticipated difficulties might include not
knowing which part is being divided into what. For example, we can’t divide
people, only things. When doing KFC students might forget to flip the second
fraction.

Learning Students will work independently on a Dividing Fractions word problems

Task worksheet. A CUBES reference anchor chart will be posted to allow students
to refer back to.
Once they have finished, go over both questions as a class. Select two
students to come up to the smartboard to show their work and explain how
they solved their answer. Remind students that through using CUBES we are
able to pick up the important information and know what the questions are
asking.
Closing /
Debrief Then hand out an exit slip:
1. During a hike, 3 friends equally shared ½ pound of trail mix.What
amount of trail mix, in pounds did each friend receive?
2. Mrs. Webster wants to divide 6 pints of milk into ⅓ pints servings.
How many servings will she have?

1) Have students complete the Dividing Fractions word problem

2) Turn and talk with their partners to solve: Marge and Kimo equally share
one fourth of a pie that was left over. What fraction of the original pie did
each friend get?
Assessments
3) Exit Slip:
1. During a hike, 3 friends equally shared ½ pound of trail mix.What
amount of trail mix, in pounds did each friend receive?
2. Mrs. Webster wants to divide 6 pints of milk into ⅓ pints servings.
How many servings will she have?
 For ELLs and struggling students who need support, provide them with
mini anchor charts on their desks.
Differentiation
For excelling students, provide them with an extra question in which they
can write their own word problem.

KFC
CUBES
Academic Numerator
Language Denominator
Dividend
Divisor