MTMS
MATH MINUTE
Unit 1: Bits and Pieces II: Using Fraction Operations
Parent Signature: ______________________
Volume 2, Issue 1
Summary & Rules
Vocabulary Terms to Know
In this unit, the focus is on understanding
and developing systematic ways to multiply and divide fractions. While working
on this unit, students investigate interesting problem situations to help them develop algorithms for fraction computation.
Fraction
Numerator
Denominator
Product
Quotient
Simplify
Improper
Fraction
Students need to remember the following
rules when working with fractions:
When multiplying fractions, students need
to make mixed numbers into improper
fractions and any whole numbers into a
fraction by putting the whole number
over one. Before multiplying across, students may cross simplify if they feel com-
Mixed Number
fortable. All answers should be written in the simplest form.
To divide fractions, students should
convert and mixed numbers into
improper fractions and make any
whole numbers into fractions by putting the whole number over one.
Then, students should “Keep, Switch,
and Flip” by keeping the first fraction, switching the sign to multiplication and flipping the second fraction
to its reciprocal. Finally, they should
multiply across and write their answer in the simplest form.
Equivalent
Reciprocal
Four Models we will be using:
Algorithm
“Brownie Pans”
2
3
Of
3
4
=
6
12
=
1
2
“Cheese Bars”
“Peanuts or Popcorn”
1
5
4
How many fifths are there in 4
wholes?
20
1
2
“Bows”
1
2
3
What is the size of each piece
when half is cut into three
equal pieces?
1
6
1
4
How many fourths are
there in one half?
2
Examples from Unit 2 to Practice at Home
Homework Rubric:
Every homework assignment will be
graded on the following rubric. Remember that homework is worth
20% of your grade. LATE ASSIGNMENTS will be graded a 0 out of 3.
Find the product. Be sure your products are in simplest form. Show ALL
of your work.
3: Shows all complete work (graphs,
calculations, tables, pictures…) and
answers ALL parts of the question(s)
2: Shows partial work of the problem(s) and answers most parts of the
question(s).
Divide the following fractions to find the quotient. Be sure your answers
are in simplest form. Show all your work.
1: Shows limited to no work of the
problem(s).
0: Shows no work or effort
3
1
The distance between Rosa’s house and her school is 4 mile. She ran 4
4 Square Method:
Clues/Givens
Equation
_____________________________
Restate
Drawing,
Check,
mile. What fraction of the way to school did she run? Use an equation and a picture to demonstrate your answer.
Jackson has
Explain
sandwich did
4
1
of his sandwich left. He eats
of it. How much of the
5
3
he eat?
Terry wants to make pudding for her brother’s birthday. One serving of
pudding is 3 of a cup. If her brother eats a cup of pudding, how many
servings
Math Quote:
The essence of
math is not to
make simple
things
complicated,
but to make
complicated
things simple.
- S. Gudder
5
did he eat?
Basic Skills Practice
Write the value of the
underlined digit in
each number.
Round the following
numbers to the underlined digit.
657,203
2,980,531
Write the following
numbers in expanded
and word form.
Find the sum or difference.
18,790
4
3 7


11 12
2
2 5


7 14