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

NC.6.NS.1 Use visual models and common denominators to:

• Interpret and compute quotients of fractions.
• Solve real-world and mathematical problems involving division of fractions.
Clarification Checking for Understanding
Now with the problems represented, focus back to the question being asked. 1 1
2
A recipe requires lb of onions to make 3 servings of soup. Mark has 1 lbs
4 2
How many are
1
3 of onions. How many servings can Mark make?
in 1 miles?
2
2
Since the are
3
represented with 4
blocks, we can
repeat the 4 blocks
1
until we cover the 9 blocks representing the 1 miles.
2
1 1
This happens 2 times, representing 2 hours.
4 4

As seen in the problem above, the key understanding of this standard, is that
division problems require common units. This leads the students to the concept
of using a common denominator to divide fractions.
3 2 9 4 9 ÷ 4 9⁄4 9
÷ → ÷ → = = ⁄4
2 3 6 6 6÷6 1
When finding common denominators, NC.6.NS.4 has a limitation in which
neither denominator should be greater than 12.
As these problems involve fractions, the remainder should be represented as a
fraction. Students are expected to explain the meaning of the quotient in terms
of its context and its relation to the divisor and dividend.
2 1 1
For example: Given that 3 ÷ = 4 , what does the 4 represent?
3 2 2
1
Solution: The quotient, 4 ,
2
2 1
represents 4 groups of and
3 2
2
of another group of in 3
3
wholes.
Note: It is possible to interpret
the quotient as how many are
in 1 whole. For example, if
2
there are 3 objects in of a
3
1
unit, there would be 4 objects in a whole unit. This interpretation is unlikely in 6 th
2
grade.
Return to: Standards

NC Department of Public Instruction 10 6th Grade Unpacking Document Rev. June 2018