Session 6 - Division of Fractions

Grade Band 6-8: Division of Fractions

Step 4

Connect: Closing the Lesson (10 minutes):

Activity: Application Closing Activity

Sharing Work

As a class, students should share their strategies and what they learned regarding the division of fractions. You may choose to do this as a journal entry, a share-aloud, or a gallery walk.

Closing Activity

Directions:

Optional activity for closing out the toolkit lesson. This activity will allow students the opportunity to apply their learning and demonstrate various strategies to practice how to divide fractions. Application Closing Activity

Be sure to review the rules:

if you can divide across evenly, do that
if the numbers do not work nicely/evenly, you can multiply by the reciprocal (because you are using both the identity property of fractions and equivalent fractions to solve).

Step 5

Post-Lesson Knowledge Check! (20 minutes):

What did the student learn?

Activity: Division of Acres

Please Note

An acre is a unit of land used in the British and US. For your purposes, consider the area a rectangle with a unit of 1 acre. Here is a resource to help you!

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Directions:

Hand out the Post-Lesson Knowledge Check Division of Acres. Here is a Division of Acres Answer Key with sample responses.
Working independently, have students complete the question and record their answers.
After students have completed the Post-Lesson Knowledge Check, you will want to review their answers. When they feel ready to share, look at their answers. Use the suggestions below to help decide if they “got it” or are “still struggling” with this skill.

Decorative question mark:

Why are students doing this/what are they getting out of it?

This is to verify that students understand the concepts covered in this lesson.

Directions for Scoring & Understanding Student Responses

Based on the results of this Post Lesson Knowledge Check you will reteach, practice or advance to the next skill. This is commonly called differentiation. You will base your next steps on the results of how well the student has learned the skills from this toolkit.

If a student demonstrates incorrect answers or is partially correct but needs help explaining their reasoning, that may indicate that they are still struggling or still need to be completely secure in this skill. We recommend that you re-teach this lesson.

If a student demonstrates correct answers or mostly correct but can explain their reasoning or model their process, that may indicate that they strongly understood this skill and they can move on to the next math skill.

If a student demonstrates quick and accurate answers while modeling, reasoning, and applying the skill to other applications or teaching to others, that may demonstrate that they very strongly mastered this skill quickly (so they can tell you exactly what it means and how it works or they can teach it to someone else). This means they are ready for a more challenging skill - such as the real-world application suggestions included in this toolkit.