Module 9 â Reorganized - eusddata
Module 9 â Reorganized - eusddata
Module 9 â Reorganized - eusddata
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Harcourt Math−Grade 5 MODULE 9<br />
0 1 2 3 4 5<br />
• Students divide the number line into thirds.<br />
0 1 2 3 4 5<br />
• Circle groups of 2/3 to see how many are in 5.<br />
1/2 of 2/3<br />
EXPLORE:<br />
Work with the<br />
concept. Focus<br />
on students<br />
“doing”<br />
mathematics.<br />
PRACTICE:<br />
Focus on<br />
Communication<br />
and<br />
Representation.<br />
SUMMARIZE:<br />
Connect<br />
purpose to<br />
activities.<br />
0 1 2 3 4 5<br />
5 ÷ 2/3 = 7 1/2 (7 1/2 two-thirds)<br />
• What is the reciprocal of 2/3? (3/2)<br />
5× 3/2 = 5/1 × 3/2 = 15/2 = 7 1/2<br />
• The answers are the same.<br />
Check, P. 399 #1.<br />
• Discuss.<br />
• Use Fraction Kit/Bars, patterns, open number lines, or reciprocals to solve<br />
• Check, #2-4. Discuss. Then, do #7-9.<br />
Practice & Problem Solving, P. 399 #22-33. Discuss.<br />
“Write”, P. 399: Explain the steps used to divide whole numbers by fractions<br />
using reciprocals.<br />
• Chart and add examples.<br />
HOMEWORK: Practice & Problem Solving, P. 399: 17-21<br />
ROUTINES:<br />
Open number lines or TR 19, 20 can be used as models to think about<br />
division with fractions (understanding the concept) and as tools to solve<br />
division problems with fractions. (Use the example of an open number line<br />
provided in Launch.) This model also helps students make sense of the<br />
answer. 5 ÷ 2/3 = 7 1/2 TWO-THIRDS, not 7 1/2 “wholes”.<br />
Revised 3/05/04 30
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