BACKGROUND
Grade Level 6
Title: How do you Divide a Fraction by a Fraction?
LESSON PLAN FORMAT
This lesson includes a few of the CCSS Mathematical Practices:
• MP1: Make sense of problems and persevere in solving them.
• MP4: Model with mathematics.
CCSS Mathematical Content
fractions.
o I can divide a fraction by a fraction.
This lesson develops learning through problem solving. Students are split up into groups and are given rich
mathematical tasks that they must solve. The prompts are not clear as to what directions the students must take,
so they must work collaboratively to develop a solution. There are many ways to approach the prompt, so
problem solving is a great way for students to arrive at these possibilities. For each prompt, the students use a
model to explain their reasoning of their answers. This helps build conceptual knowledge as students must
understand what the rich task is asking in order to represent their thinking. The prompts given are all relevant to
the students’ lives, so the math will be in context; this will help as students build their conceptual understanding.
The last step of the lesson if for groups to, based on their various rich tasks, develop a strategy or procedure that
always works when dividing a fraction by a fraction. This will build procedural growth as students develop
their own algorithm, with full understanding of the conceptual knowledge behind it.
- Key Vocabulary and Academic Language
A key part of the activity in this lesson is having students present their reasoning to both their groups and the
whole class. This includes very basic arithmetic vocabulary and syntax to that of fractions. They must be able to
communicate through oral and written work. Students should also know and use vocabulary included in the
directions, such as model, number sentence, fraction, and dividing. This shared language will be essential as the
learning is formed from collaboration amongst the students.
The students will need to know the following terms and their meanings for the lesson:
o Model: A representation of a mathematical idea or procedure
o Number Sentence: An equation or inequality expressed with numbers and common mathematical
symbols
o Fraction: A numerical quantity that represents a part to a whole value
o Dividing: The mathematical process of separating a value into parts and finding a quotient of
numbers
o Multiplication: The mathematical process of finding a product of numbers
o Addition: The mathematical process of finding a sum of numbers
o Subtraction: The mathematical process of finding a difference of numbers
o Denominator: The number of equal parts a whole is divided into; the bottom part of a fraction
o Numerator: The number of equally-sized pieces; the top part of a fraction
o Part: A portion of a whole
o Whole: An entire quantity
o Reciprocal: 1 divided by a number, or a fraction that has been flipped
o Common Denominators: The smallest possible number that two denominators can be divided into
o Algorithm- Procedure or formula for solving a problem
o Repeated- Occurring several times in the same way
Students will need to know the following syntax in regards to fractions:
o 1/24 1 2/4: A number can be over 9 and still be included in the fraction. The denominator
represents the number of equal parts a whole is divided into and the numerator represents the
number of equally-sized pieces one has; they are not limited to a range of numbers.
o / :This means divide; the numerator (top number) is divided by the denominator (bottom number).
2. Materials
Each student will need a pencil and a copy of the Preparing Food Worksheet. Although students will be
working in groups, each individual should still follow along so that they can hold onto their notes for
future use. This worksheet has rich tasks that will guide conceptual, procedural, and problem solving
skills throughout the lesson in regards to dividing fractions by fractions.
For homework, each student will receive 3 problems on a homework page (vary in level: 3= novice, 2=
intermediate, 1=mastery). The purpose of the 3 levels is to provide appropriate differentiation to students.
They all are related to dividing fractions by fractions, but the complexity of each varies according to
ability level. This is to ensure that every child is challenged appropriately.
For students on IEPs/struggling readers, I will provide the Steps sheets, as well as 2 KWC charts to aid in
their homework. The purpose of this is for them to organize their thinking while completing the work on
their own. The steps sheet will guide them as they work through the 3 problems.
ELLs will receive the Preparing Food Worksheet and homework in Spanish (at level 2). This is because
we have a new student who does not speak or read English. I want him to be able to participate, as I
know how competent he is in math.
Each group will need different colored markers. The markers will be useful as students model their
process. They can also be used to color-code various parts of their answers to build clarity.
Technology needed for this lesson include the ELMO projector. Students will use this to show their
reasoning to the class. I will also use this at the beginning of the lesson to give auditory and visual
directions to the groups as they get started.
I will make use of an online timer so that we are on schedule. I only have 45 minutes with each class, so
every minute is precious. I have each step in the “Procedure” section broken down by the minute.
3. Procedures
Connections to Research: According to Cramer, Monson, Whitney, Leavitt, and Wyberg (2010), dividing
fractions is a complicated concept for middle school students and teaching algorithms is not enough. This article
states how textbooks have tried to improve upon this issue by placing illustrations to guide thinking, yet very little
time is given to students for conceptualization (Cramer, Monson, Whitney, Leavitt, & Wyberg, 2010). These
researchers suggest an alternative. Instead of giving students algorithms, these individuals should create their
own (Cramer, Monson, Whitney, Leavitt, & Wyberg, 2010). Students should use concrete and pictorial models to
first solve problems (Cramer, Monson, Whitney, Leavitt, & Wyberg, 2010). After doing so, they will begin to see
patterns in their reasoning and will develop an algorithm that makes sense to them (Cramer, Monson, Whitney,
Leavitt, & Wyberg, 2010). As shown in the article, every individual had a different method of solving (Cramer,
Monson, Whitney, Leavitt, & Wyberg, 2010). Through them working collaboratively in groups and then sharing
out to the whole class, students will be able to process their thinking and build upon conceptual knowledge.
Problem solving and math should never be separated, especially in instruction (Cramer, Monson, Whitney,
Leavitt, & Wyberg, 2010).
Prior Knowledge: Prior to this lesson, students were learning how to multiply fractions. Dividing fractions will be
the last unit in their two-week focus on fractions. This means that they have already worked with the addition and
subtraction of fractions, as well as simplifying and equivalent fractions. The class can draw from these past
experiences when they are reasoning through the prompts. From working with the struggling students prior, I
know that about half of the class cannot accurately and consistently use the given standard algorithms to solve
homework problems. Working one-on-one, they all gave me positive feedback when I used models to explain the
standard algorithm. Having the students develop their own algorithm/ strategy should be beneficial to them. The
class is currently lecture-based; being that middle school students educationally benefit from collaboration, this
supports their unique development. The prompts all relate to experiences students may have had, like helping in a
football concession stand, so that it will relate more to their personal interests. This will enable students to
conceptualize the idea at a greater level.
Supporting Varied Student Learning Needs
Struggling Readers/Students with Disabilities: I will meet the needs of these students by reading aloud all of the
problems at the beginning of the lesson. In addition, these students will be working in collaborative groups so
that stronger readers can help process the information and work through solutions. Primarily, answers will be
modeled through a drawing or demonstration, which will teach the content in a way that is not distracting to
struggling readers. These individuals will receive a list of steps and a KWC chart to organize thoughts for the
story problems in the homework.
Struggling Math Students: These individuals will receive differentiated homework (type 3). Type 3 is different
than type 2 as two of the three questions have the same denominators for the fractions being used in the problem;
it is easier to model and solve with these questions. There is one question, however, where one denominator is
twice the size as the other. This allows me to check to see if they are ready to move onto the intermediate level.
ELL Students: These students will have the option to receive the Preparing Food Worksheet and the homework
page in Spanish (this is especially helpful for the new student who speaks/reads no English). In addition, I will
group the individual who speaks no English in a group with the student who is fluent in both. Primarily, answers
will be modeled through a drawing or demonstration, which will teach the content in a way that does not limit
English Language Learners. All ELLs are at an intermediate level in math, so they will receive a type 2
homework page in Spanish.
Gifted Students: Gifted students will receive homework problems at a mastery level (type 1) so that they can be
challenged more in their thinking. Type 2 and type 1 are different because type 2 only has denominators double
of one another, but type 1 requires one to find the GCD and solve. It also uses mixed numbers in the question,
which is where we are heading next in our instruction throughout the week. They have to compare relationships
between divisor fractions and their impact on the quotient.
Common Errors, Preconceptions, & Misunderstandings:
1. Misunderstood method of the Counting Up strategy
a. For example, in the question, “How many 2/8 pound patties can she make from 6/8 of a pound of
hamburger?” students might begin to add the 2/8-pound patties again and again. This is an
accurate strategy. However, the problem arises when students do not know when to stop adding
and arbitrarily end when they feel as though they have an adequate amount of patties. The best
way to approach this is to have students fill out a KWC chart. By having these students organize
what they Know, Want to know, and any special Conditions, students will see that the question
wants to know how many patties can be made from 6/8 of a pound of hamburger. That is how
they will know when to stop adding. Referring to this chart is a great way for me to guide student
thinking without being leading.
i. Explain what the 6/8 and 2/8 represent.
1. This will conceptualize the problem again so that they can make connections
with what the problem is asking of them and their strategy.
ii. What does this problem want to know?
1. Students will organize their thinking and realize that the question wants to know
how many 2/8 pound patties can be made from 6/8 of a pound of hamburger.
This will emphasize that the most meat they have is 6/8 of a pound, so that is
where they should stop counting.
2. Assuming that the answer must be a fraction when it is not
a. This might occur for students who figure these problems must involve division and do the
algorithm before the drawing. Or, students could accurately model a problem, but randomly
make the answer into fraction because he/she thinks the answer should be in fraction form. The
greatest way to surpass this is by turning the students’ focus back to the model and what the
question is actually asking of the students. Putting their answer in the context of the story
problem should help students reason through their response.
b. Let’s consider the question, “How many 1/8 pound patties can she make from 6/8 of a pound of
hamburger?” Non-leading questions I may ask involve:
i. Explain what your answer means.
1. Too often students will manipulate whatever they calculated as their answer to fit
what they think the answer should look like. The students in field are more
concerned with it looking like the right answer rather than knowing it is the right
answer. If the students arbitrarily put their response over a denominator, they
will not be able to explain what their answer means in accordance to the original
problem. They will have to go back through their work and realize that their
original answer actually makes sense in the context of the prompt.
ii. Explain your process to solving this problem.
1. Students will realize that they had a logical method for solving up until the end
when they put their answer over a denominator. They will find out then, on their
own, that they made a mistake and will be able to re-work the problem.
3. Incorrect division sentence
a. Students may get confused with all of the fractions within the problem as to what is actually
being divided by what when writing a number sentence or algorithm. My approach to solving
this problem is by having students fill out a KWC chart. By having these students organize what
they Know, Want to know, and any special Conditions, they should be able to see their error.
Let’s consider the question, “How many 2/8 pound patties can she make from 6/8 of a pound of
hamburger?” If they were making this error, they might say it is 2/8 ÷ 6/8= 3 patties, which
would mess up their strategy/algorithm to solving these problems.
b. After students fill out their KWC chart, non leading questions I may ask involve:
i. Explain how you connected your model to your number sentence.
1. Students will realize that they divided the 6/8 pounds into 2/8 pound patties in
their model. After looking at their number sentence, however, they will realize
that the two do not correlate.
ii. Explain what your answer means in reference to your number sentence.
1. They may talk through their work by saying something like,” 2/8 of a pound of
hamburgers were divided into 6/8 pound of patties to give us 3 patties.” Through
doing so, they should realize that their statement simply does not make sense.
4. Students will not attach a unit of measurement/label to the end of their answers
a. This is a very common problem for students. Even though I explicitly stated in the directions for
students to label their answers with the correct unit of measurement, I know that some will not.
b. I may respond to this by asking the following non-leading question:
i. Explain how a reader will understand your answer.
1. This will not tell the student that there is necessarily anything wrong with their
answer, but will make them consider whether or not it is clear to the reader.
After analyzing, they should see the error and know the importance of having
their answer labeled.
1. Introduction to the task (5 minutes)
a. Students will sit in their table groups of 4-5 as determined by the host teacher as they come
into class. The only material they need to have out is a pencil. Everything else should be
cleared off of their desk.
i. There should be a mix in ability for each group; the ELL who speaks/reads no
English should be in the same group with the student who is fluent in Spanish and
English.
b. Students will all receive a copy of the “Preparing Food” worksheet (ELLs will have the
option to have the Spanish version). You will be working in groups to solve the following
problems on the worksheet. You must collaborate. Keep in mind that there are many ways to
go about these problems, so be open to many ideas.
c. Read through the different rich-tasks on sheet (this is crucial for the students who are
struggling readers). This is, again, a reminder that you must first solve the problem using a
model, which could be a number line, pie chart, folded paper, or any other representation. It
also asks you to write a number sentence to show your calculations. As a reminder, a
number sentence is an equation or inequality expressed with numbers and + - / x. Make sure
that you label your answers so that I will know what you are referring to in your answer.
After answering the 4 problems, brainstorm with your team a formula or strategy for dividing
fractions. You have 15 minutes.
2. Small group collaboration (10-15 minutes)
a. Students will work collaboratively in their groups to solve these rich tasks. I will circulate
the classroom and give non-leading questions to students to make them reflect on their
thinking. Some questions I may ask include:
i. What is the problem asking?
ii. What do the fractions represent?
iii. Explain how you used your model to solve.
iv. Explain how you created your number sentence from your model.
v. Explain your process.
vii. Have you observed any similar strategies?
b. Groups who are finished will raise their hands and receive a piece of copy paper and colored
markers to clearly illustrate their results. Use these materials to create a copy of your work
that you will present to the whole class. Make sure it is readable and clear. Start thinking
about how you will explain your answers to the class.
c. Possible ways students might model the problems:
3. Large group discussion (10 minutes)
a. Okay class, I want to give each group a chance to share with the whole class their thought
processes. Explain your model, number sentence, and strategy you used to solve the four
questions. Remember, just because your group solved the questions in a different way does
not make it wrong! Take note of any strategies other groups used that help you understand
the concept better. Ask questions if you do not understand the group’s thinking.
b. Each group will put their response by the ELMO and explain their answers at the front of the
class. I will ask a combination of the below non-leading questions for each group, regardless
of the correctness of their work.
1. What is the problem asking?
2. What do the fractions represent?
3. Explain how you used your model to solve.
4. Explain how you created your number sentence from your model.
5. Explain your process.
7. Have you observed any similar strategies?
ii. The class should be involved with this process as well. If I notice little
interaction/questions from the class for the group presenting, I might ask the below
questions.
1. I am a bit confused as to how this group solved this problem; can one of you
help explain it to me?
2. Did anyone else solve in a similar way? How was it similar and how was it
different?
3. Did anyone solve in a completely different way? Does their method make
sense to you? If not, what is unclear?
4. Concluding remarks (5-10 minutes)
a. We need to connect these strategies with an algorithm/strategy so that the students can
develop procedural knowledge. They should have already answered the question, “Do you
think you have a strategy or formula for dividing fractions?” in their group presentations.
The goal of this step is to reemphasize this connection so that they will be able to relate
conceptual and procedural knowledge together when they go over dividing with mixed
numbers tomorrow with their teacher.
b. Based on everyone’s presentation, can we create a strategy or formula that will ALWAYS
work when dividing fractions? These are known in the mathematical world as “algorithms.”
Which is faster to use? Which makes more sense to you? How can we express each using a
model? This should only be an extension of what was already discussed in group
presentations. The possibilities could be narrowed down to:
i. Find the LCD of the two fractions. Once they have the same denominators, simply
divide the numerators.
ii. Multiply the first fraction by the reciprocal of the second fraction.
iii. Repeated subtraction of the second fraction from the first.
iv. Repeated addition of the second fraction until it equals the first.
5. Homework (5 minutes)
a. Each student will receive a different level of work based on their abilities.
i. There are three types of homework that I differentiated for different abilities: level 1
(mastery/advanced students), level 2 (intermediate/average students), and level 3
(struggling/novice learners). Students who struggle with reading will receive a Steps
guide, as well as a two KWC charts. The level for each student will be
predetermined by the host teacher. ELLs will have the option to have their
homework in Spanish (they are at level 2).
b. I will read directions of the homework (this is especially useful to struggling readers). This
homework is due to me by tomorrow and I will provide you feedback on your thought
process. Remember to use both a model and check using a strategy/algorithm so that you can
practice conceptual and procedural knowledge for dividing fractions by fractions.
c. Give time the remainder of the time for students to work on their homework. I will walk
around the classroom and offer non-leading questions to stimulate thinking.
4. Assessment
Throughout class, I will be formatively assessing students informally while they work in their groups through
observation. This will allow for immediate feedback for students. In addition, the homework will serve as
formative assessment that they turn in for me to look over. There are three types of homework that I
differentiated for different abilities: level 1 (mastery/advanced students), level 2 (intermediate/average students),
and level 3 (struggling/novice learners). Students who struggle with reading will receive a Steps guide, as well as
a two KWC charts. The level for each student will be predetermined by the host teacher. ELLs will have the
option to have their homework in Spanish (they are at level 2). The homework is connected to the original
objectives as students are given two tasks that require problem solving skills. For these two problems, they must
use modeling to solve. This and the context of the problem builds conceptual knowledge. In addition, students
must double check their solutions by using a standard algorithm/procedure to solve. The third question of each
homework page is in the standard format of a/b ÷ c/d. This reinforces procedural fluency. Although the
homework page is only 3 questions, it is rich enough to tell me whether or not my students are now able to divide
a fraction by a fraction.
I will score the homework out of 3 points. Students will not receive points if they do not show work or do not
follow directions. For wrong answers, I will go through and write non-leading questions to have them re-evaluate
their thinking. This homework will only be counted toward a completion grade; this formative assessment will
help me give feedback to both the students and the host teacher as they continue to expand upon dividing fractions
this week.
References
Cramer, K., Monson, D., Whitney, S., Leavitt, S., & Wyberg, T. (2010). Dividing fractions and problem solving.
National Council of Teachers of Mathematics, 15 (6), 338-346.
Hyde, A., Friedlander, S., Heck, C. & Pittner, L. (2009). Understanding middle school math: Cool problems to
get students thinking and connecting. Portsmouth, NH: Heinneman.
Lappan, Phillips, Fey, & Friel. (2014). Let’s be rational: Understanding fraction operations. Boston, MA:
Pearson/ Prentice Hall.
5. CANDIDATE REFLECTION
As a result of planning and teaching this lesson, I learned how easy differentiation can be when you know
your students. I will never forget the way my English Language Learners’ eyes lit up when I handed them their
tasks/homework in Spanish. They were then able to participate more in discussion because I spent 5 minutes
putting the paper through Google Translate. In addition, the varied homework was a huge success. Each student
was appropriately challenged, and this gave them confidence to move forward with their learning. Although this
lesson took a lot longer to put together, I was so much more prepared during class. I had considered all possible
misconceptions and had thought through appropriate responses for them. When teaching the lesson, I learned that
many students need to be taught what collaboration is. They are used to group work where one student does all of
the work as the rest watch; that was not the purpose of this lesson. I was impressed with how true collaboration
was able to help those who typically struggle in math. When I was teaching in front of the class, I realized how
important wait time is. If a student does not automatically answer a question, it does not mean that they do not
know the answer; I have to work on giving students enough time to think through the problems. This experience
has definitely been an eye-opener for me.
I realized when looking at homework that many students were confused with the theorem that their
classmates presented about finding a common denominator and then dividing the numerators to find the answer. I
noticed that many then kept the common denominator in the answer, yet still divided just the numerator. I can see
how they misinterpreted their peers. In actuality, students should have divided the numerators by numerators and
then the denominators by denominators after finding a common denominator between the fractions (as the
denominator would go to 1). I would have been much more clear on this had I known it would be a problem.
Time was an issue for this lesson. That is because we only had about 40-45 minutes and my cooperating teacher
still wanted to check homework and do a warm-up. This left me short on time. Only a couple groups were able
to create their own algorithm/strategy for dividing fractions because of the time restraint. Also, only 1-2 different
groups were able to present their findings. They all solved the problems a little differently, however, and I would
have loved if they all had the opportunity to present; there is a lot that students can learn from one-another. In
conjunction, I realized that the groups that I chose to present were the ones that did it correctly; I believe,
however, that students could have learned more from discussing error.
I used the article “Dividing Fractions and Problem Solving” to think through some of my proposed
revisions. When reading back through, I realized that the writers focused on student error and that this helped me
to have a better grasp of how to teach dividing fractions by fractions (Cramer, Monson, Whitney, Leavitt, &
Wyberg, 2010). This made me realize that my students will also benefit from thinking through incorrect answers
with their peers. In addition, there were many different models and approaches that the students used in attempt
to solve (Cramer, Monson, Whitney, Leavitt, & Wyberg, 2010). That is why it is so important that all groups
have the opportunity to share their work; they will learn from their peers. In order to increase flexibility in
procedural knowledge, I should have included partitive division (Cramer, Monson, Whitney, Leavitt, & Wyberg,
2010). According to the article, this would have allowed students to understand and recreate the invert-and-
multiply algorithm (Cramer, Monson, Whitney, Leavitt, & Wyberg, 2010). This would have given students more
options in regards to procedural fluency.
I have placed you all in groups. With your group, you will work TOGETHER through
the answers below. For each question, do the following things:
At football games, the students and teachers run a concession stand to raise money. Ms.
Jones is grilling the hamburgers and her students are making hot chocolate. Some people
like big patties, some medium patties, and some small patties.
1. How many
of a pound of hamburger?
2. How many
of a pound of hamburger?
3. How many
of a pound of hamburger?
4. The game is very cold, so the students are making hot chocolate to sell. Bella has
of a can of hot chocolate mix for drinks. Each drink needs
of a can of hot
chocolate mix. How many cups of hot chocolate can Bella make?
Preparing Food Name: ___________ Period:________
2. Write the answer with the correct measurement (example: cups)
3. Write a number sentence to show your calculations
4. Think of how you will explain your answer to the class
There are many ways to solve!
Do you have a strategy or formula for dividing fractions? Be prepared to share your findings
with the class.
Con su grupo, tendrás que trabajar juntos a través de las respuestas a continuación. Para
cada pregunta, hacer las siguientes cosas:
En los partidos de fútbol, los estudiantes y los profesores corren un puesto de
comida para ganar el dinero. Sra. Jones es la parrilla las hamburguesas y sus
estudiantes están haciendo chocolate caliente. Algunas personas, como grandes
empanadas, unas empanadas medianas y algunas pequeñas empanadas.
1. ¿Cuántas 1/8 empanadas -pound puede ella hacer de 6/8 de libra de hamburguesa?
2. ¿Cuántas 2/8 empanadas -pound puede ella hacer de 6/8 de libra de hamburguesa?
3. ¿Cuántas 1/4- empanadas libra puede ella hacer de 5/8 de libra de hamburguesa?
4. El partido es muy frío, y porque los estudiantes hacen el chocolate caliente para
vender. Bella tiene 3/4 de lata de mezcla del chocolate caliente para las bebidas.
Cada bebida necesita 1/24 de una lata de mezcla del chocolate caliente. ¿Cuántas
tazas de chocolate caliente puede hacer que Bella?
Preparando comida Nombre: ___________ período:_________
2. Escribe la respuesta en la medida correcta (ejemplo: tazas)
3. Escribe una oración numérica para mostrar sus cálculos
4. Piense en cómo va a explicar su respuesta a la clase
¡Hay muchas maneras de resolver!
¿Encontraste una estrategia o una fórmula para dividir fracciones? Prepara compartir sus
repuestos con la clase.
For problems #1 and #2, model the problem AND check your answer using one of the
algorithms/strategies we discussed in class.
1. Tony can make one size of a smoothie at his restaurant. He uses
cup of juice in
of a cup of juice?
2. Julie is making bows for her cheerleading team. She has
yards of ribbon and
yards of ribbon are required to make one bow. How many bows can she make?
Solve using any method. Show work.
3. What is
1. Read the problem twice, underlining any important information.
2. Fill out the KWC chart below about what you Know, Want to know, and any special Conditions (things
you should remember when solving).
3. Draw a picture/ model the problem.
4. Write the answer in the correct units (lbs, cup, etc.).
5. Check your answer using one of the below algorithms:
a. Multiply the first fraction by the reciprocal (flip) of the second.
b. Find a common denominator between the two fractions and then divide ONLY the numerators.
For problems #1 and #2, model the problem AND check your answer using one of the
algorithms/strategies we discussed in class.
1. Tony can make one size of a smoothie at his restaurant. He uses
cup of juice in
of a cup of juice?
2. Julie is making bows for her cheerleading team. She has
yards of ribbon and
yards of ribbon are required to make one bow. How many bows can she make?
Solve using any method. Show work.
3. What is
Homework 2 Name: ___________ Period: _______
Para problemas # 1 y # 2, el modelo del problema y comprobar su respuesta utilizando
una de las fórmulas / estrategias que hemos discutido en clase.
1. Tony puede hacer un tamaño de un batido en su restaurante. Él usa 1/5 taza de jugo
en cada bebida. ¿Cuántos batidos puede él hacer con 8/10 de una taza de jugo?
2. Julie hace arcos por su equipo de porristas. Ella tiene 14/16 metros de cinta y 1/8
metros de cinta están obligados a hacer una reverencia. ¿Cuántos arcos se puede
hacer?
3.
Deberes 2 Nombre: ___________ Período: _______
For problems #1 and #2, model the problem AND check your answer using one of the
formulas/strategies we discussed in class.
1. Tony and Anna both make smoothies. Tony uses
of a cup of juice in each drink
and Anna uses
of a cup of juice. If there are only 2
cups of juice left; who can
make more smoothies?
2. Julie is making bows for her cheerleading team. She has
yards of ribbon and
yards of ribbon are required to make one bow. How many bows can she make?
Solve using any method. Show work.
3. What is
4. 18 cups (tazas)
Anna (7 smoothies vs less than 4 of Tony’s)
9 1/3 or 9 bows
2 2/3 or 8/3