15.b 5.NF.B.7a Math.5.NF.7a 5.NF.B.7.A 5.NR.3.6 5.NF.7.a 5.NF.7a 5.NF.7 5.NF.7.a 5.NF.B.7.a 5.NF.B.7.a 15.c 5.NF.B.7b Math.5.NF.7b 5.NF.B.7.B 5.NF.7.b 5.NF.7b 5.NF.7.b 5.NF.7.b 5.NF.B.7.b 5.NF.B.7.b CC.2.1.5.C.2 M05.A-F.2.1.4 MA.5.FR.2.4 5.NR.3.6 5.CAR.8

Divide Unit Fractions & Whole Numbers 5th Grade

Alabama Course of Study Standards: 15.b
Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.
Arizona Academic Standards: 5.NF.B.7a
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions.
Common Core State Standards: Math.5.NF.7a or 5.NF.B.7.A Kentucky Academic Standards (KAS): 5.NF.7.a Mississippi College- and Career-Readiness Standards: 5.NF.7a
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Georgia Standards of Excellence (GSE): 5.NR.3.6
Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.
North Carolina - Standard Course of Study: 5.NF.7
Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.
New York State Next Generation Learning Standards: 5.NF.7.a
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. e.g., Create a story context for 1/3 ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 1/3 ÷ 4 = 1/12 because 1/12 × 4 = 1/3.
Tennessee Academic Standards: 5.NF.B.7.a
Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) &dimes; 4 = 1/3.
Wisconsin Academic Standards: 5.NF.B.7.a
Interpret and represent division of a unit fraction by a non-zero whole number as an equal sharing division situation. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
Alabama Course of Study Standards: 15.c
Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.
Arizona Academic Standards: 5.NF.B.7b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to justify conclusions (e.g., 4 ÷ (1/5) = 20 because 20 × (1/5) = 4).
Common Core State Standards: Math.5.NF.7b or 5.NF.B.7.B Kentucky Academic Standards (KAS): 5.NF.7.b Mississippi College- and Career-Readiness Standards: 5.NF.7b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
North Carolina - Standard Course of Study: 5.NF.7.b
Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.
New York State Next Generation Learning Standards: 5.NF.7.b
Interpret division of a whole number by a unit fraction, and compute such quotients. e.g., Create a story context for 4 ÷ 1/5 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 1/5 = 20 because 20 × 1/5 = 4.
Tennessee Academic Standards: 5.NF.B.7.b
Interpret division of a whole number by a unit fraction and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 &dimes; (1/5) = 4.
Wisconsin Academic Standards: 5.NF.B.7.b
Interpret and represent division of a whole number by a unit fraction as a measurement division situation. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
Pennsylvania Core Standards: CC.2.1.5.C.2
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Pennsylvania Core Standards: M05.A-F.2.1.4
Divide unit fractions by whole numbers and whole numbers by unit fractions.
Florida - Benchmarks for Excellent Student Thinking: MA.5.FR.2.4
Extend previous understanding of division to explore the division of a unit fraction by a whole number and a whole number by a unit fraction.
Georgia Standards of Excellence (GSE): 5.NR.3.6
Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.
Arkansas Academic Standards: 5.CAR.8
Apply previous understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Divide Unit Fractions & Whole Numbers

Alabama Course of Study Standards: 15.b

Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

Arizona Academic Standards: 5.NF.B.7a

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions.

Common Core State Standards: Math.5.NF.7a or 5.NF.B.7.A

Kentucky Academic Standards (KAS): 5.NF.7.a

Mississippi College- and Career-Readiness Standards: 5.NF.7a

Georgia Standards of Excellence (GSE): 5.NR.3.6

Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.

North Carolina - Standard Course of Study: 5.NF.7

Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.

New York State Next Generation Learning Standards: 5.NF.7.a

Tennessee Academic Standards: 5.NF.B.7.a

Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) &dimes; 4 = 1/3.

Wisconsin Academic Standards: 5.NF.B.7.a

Alabama Course of Study Standards: 15.c

Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.

Arizona Academic Standards: 5.NF.B.7b

Common Core State Standards: Math.5.NF.7b or 5.NF.B.7.B

Kentucky Academic Standards (KAS): 5.NF.7.b

Mississippi College- and Career-Readiness Standards: 5.NF.7b

North Carolina - Standard Course of Study: 5.NF.7.b

Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.

New York State Next Generation Learning Standards: 5.NF.7.b

Interpret division of a whole number by a unit fraction, and compute such quotients.
e.g., Create a story context for 4 ÷ 1/5 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 1/5 = 20 because 20 × 1/5 = 4.

Tennessee Academic Standards: 5.NF.B.7.b

Interpret division of a whole number by a unit fraction and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 &dimes; (1/5) = 4.

Wisconsin Academic Standards: 5.NF.B.7.b

Pennsylvania Core Standards: CC.2.1.5.C.2

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Pennsylvania Core Standards: M05.A-F.2.1.4

Divide unit fractions by whole numbers and whole numbers by unit fractions.

Florida - Benchmarks for Excellent Student Thinking: MA.5.FR.2.4

Extend previous understanding of division to explore the division of a unit fraction by a whole number and a whole number by a unit fraction.

Georgia Standards of Excellence (GSE): 5.NR.3.6

Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.

Arkansas Academic Standards: 5.CAR.8

Apply previous understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

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Divide Unit Fractions & Whole Numbers

Alabama Course of Study Standards: 15.b

Create a story context for a unit fraction divided by a whole number, and use a visual fraction model to show the quotient.

Arizona Academic Standards: 5.NF.B.7a

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Use the relationship between multiplication and division to justify conclusions.

Common Core State Standards: Math.5.NF.7a or 5.NF.B.7.A

Kentucky Academic Standards (KAS): 5.NF.7.a

Mississippi College- and Career-Readiness Standards: 5.NF.7a

Georgia Standards of Excellence (GSE): 5.NR.3.6

Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.

North Carolina - Standard Course of Study: 5.NF.7

Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.

New York State Next Generation Learning Standards: 5.NF.7.a

Tennessee Academic Standards: 5.NF.B.7.a

Interpret division of a unit fraction by a non-zero whole number and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) &dimes; 4 = 1/3.

Wisconsin Academic Standards: 5.NF.B.7.a

Alabama Course of Study Standards: 15.c

Create a story context for a whole number divided by a unit fraction, and use a visual fraction model to show the quotient.

Arizona Academic Standards: 5.NF.B.7b

Common Core State Standards: Math.5.NF.7b or 5.NF.B.7.B

Kentucky Academic Standards (KAS): 5.NF.7.b

Mississippi College- and Career-Readiness Standards: 5.NF.7b

North Carolina - Standard Course of Study: 5.NF.7.b

Solve one-step word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using area and length models, and equations to represent the problem.

New York State Next Generation Learning Standards: 5.NF.7.b

Interpret division of a whole number by a unit fraction, and compute such quotients.e.g., Create a story context for 4 ÷ 1/5 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 1/5 = 20 because 20 × 1/5 = 4.

Tennessee Academic Standards: 5.NF.B.7.b

Interpret division of a whole number by a unit fraction and compute such quotients. For example, use visual models and the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 &dimes; (1/5) = 4.

Wisconsin Academic Standards: 5.NF.B.7.b

Pennsylvania Core Standards: CC.2.1.5.C.2

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Pennsylvania Core Standards: M05.A-F.2.1.4

Divide unit fractions by whole numbers and whole numbers by unit fractions.

Florida - Benchmarks for Excellent Student Thinking: MA.5.FR.2.4

Extend previous understanding of division to explore the division of a unit fraction by a whole number and a whole number by a unit fraction.

Georgia Standards of Excellence (GSE): 5.NR.3.6

Model and solve problems involving division of a unit fraction by a whole number and a whole number by a unit fraction.

Arkansas Academic Standards: 5.CAR.8

Apply previous understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

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Interpret division of a whole number by a unit fraction, and compute such quotients.
e.g., Create a story context for 4 ÷ 1/5 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ 1/5 = 20 because 20 × 1/5 = 4.