6.2.E
The Standard
extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read a fraction bar as a division sign and translate between the two forms. They explain why the divisor or denominator cannot be zero.
What Mastery Looks Like
- A student can rewrite 3/5 as 3 ÷ 5 and 9 ÷ 4 as 9/4. They recognize that both forms name the same value.
Common Misconceptions
- Students may reverse the numerator and divisor when changing forms. They may think a zero denominator gives zero, or treat the fraction bar as unrelated to division.
How to Assess It
- Exit ticket: Rewrite 7 ÷ 8 using fraction notation, then explain why 7/0 is not allowed.
Lesson moves
Ways to Teach It
Give pairs fraction cards and division-expression cards, then have students match each pair and check with a calculator.
Ask students to explain in writing how 12/5 and 12 ÷ 5 show the same calculation.
Play matching bingo with fraction notation on student boards and division expressions called aloud.
Share 3 pizzas equally among 8 people, then write each person's share as both a fraction and a division expression.
Keep exploring
Related Standards
- 4.3.A
represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
- 5.3.J
represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pict...
- 3.3.D
compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b
- 3.3.C
explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whol...
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