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Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
This perspective of division works very well with decimals also.
You need $69.99 to purchase a new video game. You decided to sell boxes of chocolates to kids at your school to earn the money. You buy 15 1/2 lbs of chocolate for $ 35.00. The clerk suggested that you package the chocolates in either 1/4, 1/3, 1/2 or 3/4 lb boxes. Determine how many boxes of chocolates you could fill for each of the fractions. Select which size you think would sell the best. How much would you charge for each box of chocolates? Be sure that you make enough to pay for the chocolate and your game. Do you think students would buy the chocolates for the price you are asking?
You decide to make sock bags for your friends for Christmas. You find in the closet 5 1/4 yards of cloth. You need 3/4 of a yard to make one bag. How many bags could you make?
You get a job installing tires on cars in an assembly line. You get paid $5.00 for each set of tires you install. It takes you 1/4 of an hour to put on a set of tires. If you work for 8 1/2 hours, how much would you expect to make?
Homework & Family Connections:
Assign students to measure the amount of food in a box (cereal, rice, noodles etc.). Have them determine how many batches they could make if a recipe calls for 1/4, 1/2, 1/3, 2/3, or 3/4 cups of their selected food. Have them write a math sentence using division of fractions to represent what they did.
Assign students to measure the length of their bedroom. Then have
them determine how many 3/4 foot tiles they would need to lie tiles
across the length of the room. Have them write a math sentence using
division of fractions to represent what they did. They could also find how
many 1 1/2 foot dressers they could line up, or how many 1/3 foot candy
bars, or 3 1/2 ft wide beds, etc.
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