Butters, Batters, and Bunny
Costumes
MODELING FRACTION DIVISION
G06.U01
Georgia Department of Education Dr. John D. Barge, State School
Superintendent July 2013
Butters, Batters, and Bunny
All Rights Reserved
Costumes- 1
Pre-Assessment Task Directions
Spend 15 minutes working individually on this task.
Read through the task and try to answer it as carefully as
you can.
Show all your work so that I can understand your
reasoning.
Don’t worry if you can’t complete everything. There will
be a lesson that should help you understand these
concepts better.
Your goal is to be able to confidently answer questions
similar to these by the end of the next lesson.
G06.U07
Georgia Department of Education Dr. John D. Barge, State School
Superintendent July 2013
All Rights Reserved
Graphing on the Coordinate
Plane 2
sticks
G06.U01
Georgia Department of Education Dr. John D. Barge, State School
Superintendent July 2013 All Rights Reserved
Butters, Batters, and Bunny
Costumes- 3
114
G06.U01
Georgia Department of Education Dr. John D. Barge, State School
Superintendent July 2013 All Rights Reserved
Butters, Batters, and Bunny
Costumes- 4
Collaborative Activity Instructions:
How Many Batches of Brownies Can You Bake?
You have been grouped based upon your responses to the Formative Assessment “How Many Batches of
Brownies Can You Bake?”
You will work in pairs on the collaborative discussion task. You should match the situation you read with
the mathematical sentence on the other cards.
When that is finished, I will hand out graph paper and you will draw and model the fraction division in
order to arrive at the answer. Glue these answers to your chart paper to present in a gallery walk later.
(OPTIONAL: teacher may hand out the modeling cards if students have trouble modeling the fraction
division by themselves).
During the gallery walk, visit your neighbor’s solutions and models to compare/contrast how they
modeled fraction division (whether they used number lines, bars, or tapes). If you understand their
model better, copy it down on your paper to discuss later.
I will then hand out the answer cards and you match the answers to the division problems with your
other sentence/model/situation match.
We can check your answers during the plenary discussion.
After a plenary discussion, you will have the opportunity to return to your original assessment tasks,
and try to improve your own responses
When you divide a fraction by a whole number, what happens
to the quotient?
9
12
Remember: She has
of a whole pizza left, and she plans to share it equally with two
of the cast members and herself. What fraction of the whole pizza will each person
receive?
1 slice per person
3 slices per person
2 slices per person
Number Line
Or
9
Remember: She has 12
of a whole pizza left, and she plans to share it
equally with two of the cast members and herself. What fraction of the
whole pizza will each person receive?
1 person
1 person
1 person
Area Model