When we are dividing a fraction by a fraction, we are essentially saying I am taking a fraction and creating groups the size of another fraction.įor example ½ ÷ ⅓ is saying how many groups of size ⅓ can I make from ½. Understanding and Using Fractional Models Understanding Division of Fractionsīefore we can help our students understand fractional models, we must understand them ourselves. This may be especially true when dividing fractions by fractions. This kind of math learning leads to real understanding and is less likely to be memorized and then forgotten by our students. Possibly even “discovering” the procedures for themselves. Have you ever heard the phrase “Don’t ask why, just invert and multiply”? Our teachers often taught math this way to us, simple procedures with little to no deeper understanding.įortunately, we have discovered that real learning comes from helping children understand the reason behind procedures. The purpose behind visual models is to help our students understand the why. Then add using models on top of that and it is easy to feel overwhelmed! We so often skim or skip over using and teaching models with our students because they can be confusing to not only our students but to us too! When we teach division of fractions through models, it is a powerful and useful tool that when used correctly can deepen our students’ understanding.
#AREA MODELS WITH FRACTIONS FREE#
Looking for a meaningful way to teach dividing fractions by fractions? This FREE digital activity for google slides uses area models to make sense of dividing fractions so your students understand the standard algorithm.ĭividing fractions is probably one of the trickiest standards to teach in sixth grade.
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