Lesson 3 5
COMMON CORE MATHEMATICS CURRICULUM
Fractions as Division (1 minute)
Materials: (S) Personal white boards
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When I show a fraction, you write it as a division statement.
(Write 3/4.)
(Write 3 ÷ 4 = 3/4.)
(Write 5/2.)
(Write 5 ÷ 2 = 5/2.)
Continue with fractions that are less than and greater than one. Possible sequence: 1/3, 7/4, 5/8, 9/5, 3/10, 13/6.
Application Problem (5 minutes)
Alex squeezed 2 liters of juice for breakfast. If he pours the
juice equally into 5 glasses, how many liters of juice will be in
each glass? (Bonus: How many milliliters are in each glass?)
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Let’s read the problem together.
(Students read chorally.)
What is our whole?
2 liters.
How many parts are we breaking 2 liters into?
5.
Say your division sentence.
2 liters divided by 5 equals 2/5 liter.
Is that less or more than one whole liter? How do you know?
Tell your partner.
Less than a whole because 5 ÷ 5 is 1. 2 is less than 5 so
you are definitely going to get less than 1.  I agree
because if you share 2 things with 5 people, each one is
going to get a part. There isn’t enough for each person
to get one whole.  Less than a whole because the
numerator is less than the denominator.
Was anyone able to do the bonus question? How
many milliliters are in 2 liters?
2,000.
What is 2,000 divided by 5?
400.
Say a sentence for how many milliliters are in each glass.
400 mL of juice will be in each glass.
Lesson 3:
Date:
© 2013 Common Core, Inc. All rights reserved. commoncore.org
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
Students performing above grade level
enjoy the challenge of a bonus
problem. If time permits have one of
the students draw the bonus problem
model on the board and share his/her
solution with the class.
Add fractions with unlike units using the strategy of creating equivalent
fractions.
8/7/13
3.B.4