![]() ![]() An initial example like the one above for 5/ 6 divided by 1/ 3 where students can see that 1/ 3 fits into 5/ 6 two and one-half times is good. In this way, division of fractions makes sense. Starting with examples for students where one shaded amount fits into a second shaded amount a whole number of times, students will be able to see that division of fractions is comparing two amounts, just like division of whole numbers. Now if we compare 3 shaded parts to 8 shaded parts, the ratio is 3/ 8. To make this comparison, it is convenient to replace the first two bars by bars with parts of the same size. So we compare the remainder ¼ to the divisor 2/ 3. Since 2/ 3 is greater than ¼, it “fits into” ¼ zero times with a remainder of ¼. In this example, we compare the remainder, 2, to the divisor, 5, and obtain the ratio 2/ 5. For example, 17 divided by 5 is 3 with a remainder of 2. This is similar to the reasoning when dividing one whole number by another. By comparing the remaining 1/ 6 to the divisor 1/ 3, we see 1/ 6 is half of the divisor 1/ 3. Using the idea of fitting one amount into another, we can see that 1/ 3 “fits into” 5/ 6 twice, with 1/ 6 remaining. ![]() #PCALC LITE FRACTION BAR HOW TO#The Teacher’s Guides cover this in more depth, this is a good introduction that shows how simple the normally complex “concept” of fraction division can be!īefore showing how to use Fraction Bars to divide ¼ by 2/ 3, lets look at dividing 5/ 6 by 1/ 3. ![]()
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