Curriculum Unit
The Algebraization of Fraction Division: A Unit to Support Lasting Understanding of Concepts and Algorithms in Sixth Grade Mathematics
Allison Gantt
Title Author
KEY LEARNING, ENDURING UNDERSTANDING, ETC.
Development of both fraction concepts and procedures are critical to students’ future success in mathematics, and fraction division in sixth grade provides students the opportunity to work explicitly with generalization processes that are foundational to algebraic reasoning that develops through middle school and beyond. This unit supplements the unit on fraction division from Illustrative Mathematics to apply fraction division in authentic global contexts, communicate reasoning about fraction division concepts, and investigate patterns that will lead to fluency with the standard fraction division algorithm.
ESSENTIAL QUESTION(S) for the UNIT
What does it mean to divide two fractions?
What algorithm can we apply to divide two fractions, and why does algorithm work?
CONCEPT A CONCEPT B CONCEPT C
Fraction Division to Reason about Our Global Community
Generalizing an Algorithm for Fraction Division
Communicating Connections between Fraction Division Equations and Visuals
ESSENTIAL QUESTIONS A ESSENTIAL QUESTIONS B ESSENTIAL QUESTIONS C
What patterns do we notice in how the equation of a fraction division relates to its solution? Why do these patterns hold true?
How can we visualize the structure of fraction division problems through visuals? How can we visualize fraction division solutions through visuals?
How can fraction division help us to reason about how our global community compares with our local community?
VOCABULARY A VOCABULARY B VOCABULARY C
Dividend
Divisor
Community; Sample; Comparison
Algorithm
Generalization
ADDITIONAL INFORMATION/MATERIAL/TEXT/FILM/RESOURCES
Lamon, Teaching fractions and ratios for understanding; 100 People Project data; Desmos; supporting video footage for key terms