Divide Fractions
6th Grade
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Alabama Course of Study Standards:
4
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Interpret and compute quotients of fractions using visual models and equations to represent problems.- Use quotients of fractions to analyze and solve problems.
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Arkansas Academic Standards:
6.NS.A.1
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- Interpret and compute quotients of fractions
- Solve word problems involving division of fractions by fractions (e.g., by using various strategies, including but not limited to, visual fraction models and equations to represent the problem)
For example: Create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. How many 3/4-cup servings are in 2/3 of a cup of yogurt?
Note: In general, (a/b) ÷ (c/d) = ad/bc.
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Arizona - K-12 Academic Standards:
6.NS.A.1
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Interpret and compute quotients of fractions to solve mathematical problems and problems in real-world context involving division of fractions by fractions using visual fraction models and equations to represent the problem. For example, create a story context for 2/3 ÷ 3/4 and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that 2/3 ÷ 3/4 = 8/9 because 3/4 of 8/9 is 2/3. In general, a/b ÷ c/d = ad/bc. |
Common Core State Standards:
Math.6.NS.1 or 6.NS.A.1
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Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using
visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) ÷ (3/4) and use a visual fraction
model to show the quotient; use the relationship between multiplication
and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3.
(In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person
get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of
land with length 3/4 mi and area 1/2 square mi? |
Georgia Standards of Excellence (GSE):
MGSE6.NS.1
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Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.
For example:
- create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient;
- use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.)
- How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?
- How many 3/4-cup servings are in 2/3 of a cup of yogurt?
- How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
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North Carolina - Standard Course of Study:
6.NS.1
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Use visual models and common denominators to:- Interpret and compute quotients of fractions.
- Solve real-world and mathematical problems involving division of fractions.
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New York State Next Generation Learning Standards:
6.NS.1
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Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.
e.g., Create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3.
In general, (a/b) ÷ (c/d) = ad/bc.
e.g., - How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?
- How many 3/4 cup servings are in 2/3 of a cup of yogurt?
- How wide is a rectangular strip of land with length 3/4 mi. and area 1/2 square mi.?
Note: Strategies may include but are not limited to the following: using visual fraction models, a standard algorithm, and equations to represent the problem. |
Tennessee Academic Standards:
6.NS.A.1
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Interpret and compute quotients of fractions, and solve contextual problems involving division of fractions by fractions (e.g., using visual fraction models and equations to represent the problem is suggested).
For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 times 8/9 is 2/3 ((a/b) ÷ (c/d) = ad/bc.)
Further example: How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |
Wisconsin Academic Standards:
6.NS.A.1
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Interpret, represent, and compute division of fractions by fractions and solve word problems by
using visual fraction models (e.g., tape diagrams, area models, or number lines), equations, and the
relationship between multiplication and division.
For example, create a story context for (2/3) ÷ (3/4) such as “How many 3/4 -cup servings are in 2/3 of
a cup of yogurt” or “How wide is a rectangular strip of land with length 3/4 mile and area 2/3 square
mile?” Explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. |
Pennsylvania Core Standards:
CC.2.1.6.E.1
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Apply and extend previous understandings of multiplication and division to divide fractions by fractions. |
Pennsylvania Core Standards:
M06.A-N.1.1.1
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Interpret and compute quotients of fractions (including mixed numbers), and solve word problems involving division of fractions by fractions. |
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6th Grade Math - Divide Fractions Lesson