Start here

Use the model to solve the first problem. Then try these quick review questions from earlier lessons.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step. 🔊 Listen 💡 Hint

   Try it together — then prove it:

   1. Find 2 ÷ 1/3. Then explain why the answer is bigger than 2.
   2. Write 2 over 1. Then Keep, Change, Flip. (2/1 × 3/1)
   3. Multiply across. What is 2 ÷ 1/3? (2/1 × 3/1 = 6/1 = 6)
   4. Why is the answer bigger than 2? (We count small 1/3 pieces. Each whole holds 3 of them, so there are more pieces than wholes.)

   Show your work
2. 2

   Quick reviewWhat is 4.8 ÷ 2? 🔊 Listen 💡 Hint

   1. A0.24
   2. B2.4
   3. C2.6
   4. D24

   How do you know?
3. 3

   Quick reviewWhat is 8.4 ÷ 0.7? 🔊 Listen 💡 Hint

   1. A0.12
   2. B1.2
   3. C12
   4. D120

   How do you know?
4. 4

   Quick reviewWhat is 14.4 ÷ 1.2? 🔊 Listen 💡 Hint

   1. A0.12
   2. B1.2
   3. C12
   4. D120

   How do you know?

Try these on your own

Choose an answer. Then explain how you know.

1. 5

   Think it through6 ÷ 1/3 = ? 🔊 Listen 💡 Hint

   1. A2
   2. B3
   3. C6
   4. D18

   Why is that the answer?
2. 6

   Think it throughWhy is the answer bigger than 6? 🔊 Listen 💡 Hint

   1. ABecause the pieces are smaller than a whole yard, so many of them fit
   2. BBecause dividing always makes numbers bigger
   3. CBecause 1/3 is negative
   4. DBecause 6 × 3 is multiplication, not division

   How do you know? Give a second reason as well.
3. 7

   Think it throughIf each section were 1/2 yard instead, how many sections? 🔊 Listen 💡 Hint

   1. A3
   2. B12
   3. C18
   4. D24

   Explain your thinking. What would have to change for a different choice to be right?
4. 8

   Back to the modelWhy does dividing by a unit fraction always give a number larger than the dividend? 🔊 Listen 💡 Hint

Use the words

Fill each blank with a word from the bank.

• In 6 ÷ 1/2, the number 6 being divided is the ___.
• In 6 ÷ 1/2, the number 1/2 we divide by is the ___.
• The answer to a division problem is the ___.
• The fraction you get by flipping the numerator and denominator is the ___.

Explain the thinking

1. 9

   Find the mistakeRead the mistake. Explain what went wrong, then show the correct step. 🔊 Listen 💡 Hint

   The mistake: A common mistake in Interpret Division of Fractions is assuming that dividing always makes the answer smaller.
2. 10

   Say moreWhat does 3 ÷ 1/4 actually mean? Show your partner with the bar model. 🔊 Listen 💡 Hint
3. 11

   Write your ownWrite your own problem about this situation, then solve it and show the answer. The situation: Agent Reyes has a 3-foot strip of evidence tape. For the lab she needs to cut it into sections that are each 1/4 foot long. 🔊 Listen 💡 Hint

   Show your work

Last check

These two come from Lesson 5.10. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowExplain your thinking — What does 5 ÷ 1/4 mean, and what is the quotient? 🔊 Listen 💡 Hint

   1. AHow many 1/4-size pieces fit into 5; quotient is 20
   2. B1/4 of 5; quotient is 5/4
   3. C5 groups of 1/4; quotient is 5/4
   4. D5 minus 1/4; quotient is 4 3/4

   Explain your choice.
2. 13

   From Lesson 5.10Explain your thinking — A rectangular prism has l = 7 ft, w = 2 ft, h = 3 ft. What is the volume? 🔊 Listen 💡 Hint

   1. A12 ft³
   2. B24 ft³
   3. C42 ft³
   4. D42 ft²

   How do you know?
3. 14

   From Lesson 5.10Why divide by 231 instead of multiplying? 🔊 Listen 💡 Hint

   1. ABecause dividing always makes numbers smaller
   2. BBecause you are finding how many 231-in³ gallons fit inside the tank
   3. CBecause 231 is bigger than 24
   4. DBecause gallons are bigger than inches

   How do you know?

Check your progress

Choose the box that best describes how you feel about each skill.