**Topic 9- Dividing Fractions and Mixed Numbers**

November 21-December 4 (Dec. 5 posttest/pretest)

## Lesson9-1 Understanding Division of Fractions |
## CCSS6.NS.1 |
## AZ StandardsM06-S1C2-04, M06-S1C2-05, M06-S5C1-01 |

9-2 Dividing a Whole Number by a Fraction | 6.NS.1 | M06-S1C2-04, M06-S1C2-05, M06-S5C1-01 |

9-3 Dividing Fractions | 6.NS.1 | M06-S1C2-04 |

9-4 Estimating Quotients | 6.NS.1 | M06-S1C2-04, M06-S1C3-02 |

9-5 Dividing Mixed Numbers | 6.NS.1 | M06-S1C2-04 |

9-6 Solving Equations | 6.EE.7 | M06-S1C2-04 |

9-7 Problem Solving: Look for a Pattern | 6.NS.6 | M06-S3C1-01 |

### Double Dose Recommendations:

- Kim Sutton math routines.
- Pre-teach the following: Area, 5 days (#34-38)

### Tip of the Week:

Think about incorporating these ideas/resources:

- The Topic Opener/STEM Project on page 201 not only brings in math in the context of the real world, but it also requires informational text reading and researching.
- New York City Department of Education created a performance task, Share My Candy, for dividing fractions by fractions, which includes a rubric.

### Technology Integration Resources:

Videos:

- Khan Academy: Dividing Fractions by Fractions
- Khan Academy: Conceptual Understanding of Dividing Fractions by Fractions

Online & interactive practice, that progressively gets more difficult from IXL:

- Divide fractions: Divide by fractions – with models
- Divide fractions: Reciprocals
- Divide fractions: Divide fractions
- Divide fractions: Estimate quotients when dividing mixed numbers
- Divide fractions: Divide fractions & mixed numbers
- Divide fractions: Divide fractions & mixed numbers: word problems

### Mathematical Practices:

MP6- Attend to Precision

- Communicate precisely to others
- Use clear definitions in discussion with others and in their own reasoning
- State the meaning of symbols they choose (equal sign)
- Specific with units of measure, labeling, and quantities
- Calculate accurately and efficiently

Question/Practice Stems

- Why do you believe that to be true?
- How did you reach your conclusion?
- How does your answer connect to the question?
- What math vocabulary did you use today?
- How did you use it?
- What does that symbol mean?
- What would happen if your removed the symbol?
- How would the problem change?
- Does my work need labeling? If so, what? Why?

**Are students applying the math practices daily? How do you know? What do the math practices sound like and look like in your classroom? **

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