text: ## Reflection: Developing a Conceptual Understanding Dividing Fractions by Fractions - Section 3: Painting More Tables
  
  These questions are not easy for students!  The reaction from many students is, “I don’t get this!”  I tell students that according to the standards, they need to be able to use a model to show what is going on in a fraction division problem.  I stress to students that the fraction kit is a great resource for understanding what is going on.  Some students were able to use a strategy to find the answer, but then struggled with the model.  It is so important that students struggle and start to understand what is actually going on, rather than just using a short cut to find the answer.  It takes continued practice and modeling for students to reach an “ah-ha” moment.
  
  Common mistakes are that students take the remainder and just add that onto their whole number answer.  Also, I found that some groups struggled to determine which fraction was the divisor and which fraction was the dividend.  I asked students how much paint Avery had; this is the dividend or the amount you are splitting up.  Then I asked how much paint it took to cover one table; this is the divisor.  I also rephrased the question as, “How many groups of ______ gallon (divisor) are in ___________ gallon (dividend)?”
  
  "I don't get this!"
  Developing a Conceptual Understanding: "I don't get this!"
  
  # Dividing Fractions by Fractions
  
  Unit 4: Fraction Operations
  Lesson 14 of 19
  
  ## Big Idea: What do you get when you divide ¼ by ½? What does your answer actually mean? Students continue building their skills and strategies in order to divide fractions by fractions.
  
  Print Lesson
  31 teachers like this lesson
  Standards:
  Subject(s):
  Math, Number Sense and Operations, dividing fractions, multiplying fractions, 6th grade, master teacher project, visual models, remainder
  60 minutes
  
  ### Andrea Palmer
  
  ##### Similar Lessons
  
  ###### Whole Numbers Divided by Fractions Using Models
  6th Grade Math » Division with Fractions
  Big Idea: We can use visual models to help us represent and solve problems involving dividing a whole number by a fraction.
  Favorites(31)
  Resources(21)
  New Haven, CT
  Environment: Urban
  
  ###### Fractions Review: Simplifying Fractions
  6th Grade Math » Introduction to Fractions
  Big Idea: Students use their GCF expertise with fractions.
  Favorites(15)
  Resources(12)
  Brooklyn, NY
  Environment: Urban
  
  ###### Dividing With Fractions
  6th Grade Math » Number Sense
  Big Idea: What kind of divisor...? Dividing whole numbers by fractions.
  Favorites(6)
  Resources(17)
  Jonesboro, GA
  Environment: Urban
explanation: The provided text is a reflection on teaching the concept of dividing fractions by fractions. It discusses common student challenges, the importance of using models, and strategies to help students understand the process. The text does not contain a specific math question or a question and answer pair.
distilabel_metadata.content: Evaluate the user given text extract and determine if it contains a math question and optionally and answer to this question.
  
  Output rules:
  
  1. Briefly describe the document and mention if it contains a question or a question and answer.
  2. Finalize the output with: Label: no-question,question,question-and-answer,multiple-question,multiple-question-and-answer
distilabel_metadata.role: system
distilabel_metadata.content: ## Reflection: Developing a Conceptual Understanding Dividing Fractions by Fractions - Section 3: Painting More Tables
  
  These questions are not easy for students!  The reaction from many students is, “I don’t get this!”  I tell students that according to the standards, they need to be able to use a model to show what is going on in a fraction division problem.  I stress to students that the fraction kit is a great resource for understanding what is going on.  Some students were able to use a strategy to find the answer, but then struggled with the model.  It is so important that students struggle and start to understand what is actually going on, rather than just using a short cut to find the answer.  It takes continued practice and modeling for students to reach an “ah-ha” moment.
  
  Common mistakes are that students take the remainder and just add that onto their whole number answer.  Also, I found that some groups struggled to determine which fraction was the divisor and which fraction was the dividend.  I asked students how much paint Avery had; this is the dividend or the amount you are splitting up.  Then I asked how much paint it took to cover one table; this is the divisor.  I also rephrased the question as, “How many groups of ______ gallon (divisor) are in ___________ gallon (dividend)?”
  
  "I don't get this!"
  Developing a Conceptual Understanding: "I don't get this!"
  
  # Dividing Fractions by Fractions
  
  Unit 4: Fraction Operations
  Lesson 14 of 19
  
  ## Big Idea: What do you get when you divide ¼ by ½? What does your answer actually mean? Students continue building their skills and strategies in order to divide fractions by fractions.
  
  Print Lesson
  31 teachers like this lesson
  Standards:
  Subject(s):
  Math, Number Sense and Operations, dividing fractions, multiplying fractions, 6th grade, master teacher project, visual models, remainder
  60 minutes
  
  ### Andrea Palmer
  
  ##### Similar Lessons
  
  ###### Whole Numbers Divided by Fractions Using Models
  6th Grade Math » Division with Fractions
  Big Idea: We can use visual models to help us represent and solve problems involving dividing a whole number by a fraction.
  Favorites(31)
  Resources(21)
  New Haven, CT
  Environment: Urban
  
  ###### Fractions Review: Simplifying Fractions
  6th Grade Math » Introduction to Fractions
  Big Idea: Students use their GCF expertise with fractions.
  Favorites(15)
  Resources(12)
  Brooklyn, NY
  Environment: Urban
  
  ###### Dividing With Fractions
  6th Grade Math » Number Sense
  Big Idea: What kind of divisor...? Dividing whole numbers by fractions.
  Favorites(6)
  Resources(17)
  Jonesboro, GA
  Environment: Urban
distilabel_metadata.role: user
distilabel_metadata.raw_output_q_a_detector_0: The provided text is a reflection on teaching the concept of dividing fractions by fractions. It discusses common student challenges, the importance of using models, and strategies to help students understand the process. The text does not contain a specific math question or a question and answer pair.
  
  Label: no-question