Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Number:**MAFS.6.NS.1

**Title:**Apply and extend previous understandings of multiplication and division to divide fractions by fractions. (Major Cluster)

**Type:**Cluster

**Subject:**Mathematics

**Grade:**6

**Domain-Subdomain:**The Number System

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Assessments

## Educational Games

## Formative Assessments

## Lesson Plans

## Problem-Solving Tasks

## Professional Development

## Student Center Activity

## Teaching Idea

## Tutorial

## Video/Audio/Animation

## Student Resources

## Educational Games

This fun and interactive game helps practice estimation skills, using various operations of choice, including addition, subtraction, multiplication, division, using decimals, fractions, and percents.

Various levels of difficulty make this game appropriate for multiple age and ability levels.

*Addition/**Subtraction:* The addition and subtraction of whole numbers, the addition and subtraction of decimals.

*Multiplication/Division: *The multiplication and addition of fractions and decimals.

*Percentages: *Identify the percentage of a whole number.

*Fractions: *Multiply and divde a whole number by a fraction, as well as apply properties of operations.

Type: Educational Game

Test your fraction skills by answering questions on this site. This quiz asks you to simplify fractions, convert fractions to decimals and percentages, and answer algebra questions involving fractions. You can even choose difficulty level, question types, and time limit.

Type: Educational Game

## Problem-Solving Tasks

Students are asked to solve a distance problem involving fractions.

Type: Problem-Solving Task

Students are asked to solve a fraction division problem using both a visual model and the standard algorithm within a real-world context.

Type: Problem-Solving Task

Students are asked a series of questions involving a fraction and a whole number within the context of a recipe. Students are asked to solve a problem using both a visual model and the standard algorithm.

Type: Problem-Solving Task

Students are asked to solve a distance problem involving fractions. The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

Type: Problem-Solving Task

Students are asked to use fractions to determine how many hours it will take a car to travel a given distance.

Type: Problem-Solving Task

Students are asked to use fractions to determine how long a video game can be played.

Type: Problem-Solving Task

The purpose of this task is to help students explore the meaning of fraction division and to connect it to what they know about whole-number division. Students are asked to explain why the quotient of two fractions with common denominators is equal to the quotient of the numerators of those fractions.

Type: Problem-Solving Task

This task builds on a fifth grade fraction multiplication task, "Drinking Juice." This task uses the identical context, but asks the corresponding "Number of Groups Unknown" division problem. See "Drinking Juice, Variation 3" for the "Group Size Unknown" version.

Type: Problem-Solving Task

Students are asked to solve a fraction division problem using a visual model and the standard algorithm.

Type: Problem-Solving Task

This instructional task requires that the students model each problem with some type of fractions manipulatives or drawings. This could be pattern blocks, student or teacher-made fraction strips, or commercially produced fraction pieces. At a minimum, students should draw pictures of each. The above problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.

Type: Problem-Solving Task

This site uses visual models to better understand what is actually happening when students multiply and divide fractions. Using area models -- one that superimposes squares that are partitioned into the appropriate number of regions, and shaded as needed -- students multiply, divide, and translate the processes to decimals. The lesson uses an interactive simulation that allows students to create their own area models and is embedded with problems throughout for students to solve.

Type: Problem-Solving Task

## Student Center Activity

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Type: Student Center Activity

## Tutorial

In this tutorial, you will see how mixed numbers can be divided.

Type: Tutorial

## Video/Audio/Animation

When working with fractions, divisions can be converted to multiplication by the divisor's reciprocal. This chapter explains why.

Type: Video/Audio/Animation

## Parent Resources

## Problem-Solving Tasks

Students are asked to solve a distance problem involving fractions.

Type: Problem-Solving Task

Students are asked to solve a fraction division problem using both a visual model and the standard algorithm within a real-world context.

Type: Problem-Solving Task

Students are asked a series of questions involving a fraction and a whole number within the context of a recipe. Students are asked to solve a problem using both a visual model and the standard algorithm.

Type: Problem-Solving Task

Students are asked to solve a distance problem involving fractions. The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

Type: Problem-Solving Task

Students are asked to use fractions to determine how many hours it will take a car to travel a given distance.

Type: Problem-Solving Task

Students are asked to use fractions to determine how long a video game can be played.

Type: Problem-Solving Task

The purpose of this task is to help students get a better understanding of multiplying and dividing using fractions.

Type: Problem-Solving Task

The purpose of this task is to help students explore the meaning of fraction division and to connect it to what they know about whole-number division. Students are asked to explain why the quotient of two fractions with common denominators is equal to the quotient of the numerators of those fractions.

Type: Problem-Solving Task

This task builds on a fifth grade fraction multiplication task, "Drinking Juice." This task uses the identical context, but asks the corresponding "Number of Groups Unknown" division problem. See "Drinking Juice, Variation 3" for the "Group Size Unknown" version.

Type: Problem-Solving Task

Students are asked to solve a fraction division problem using a visual model and the standard algorithm.

Type: Problem-Solving Task

This instructional task requires that the students model each problem with some type of fractions manipulatives or drawings. This could be pattern blocks, student or teacher-made fraction strips, or commercially produced fraction pieces. At a minimum, students should draw pictures of each. The above problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them.

Type: Problem-Solving Task