Virginia SOL 6.CE.1

6.CE.1 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 6.CE.1.a

  Demonstrate/model multiplication and division of fractions (proper or improper) and mixed numbers using multiple representations.*

• 6.CE.1.b

  Multiply and divide fractions (proper or improper) and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.*

• 6.CE.1.c

  Investigate and explain the effect of multiplying or dividing a fraction, whole number, or mixed number by a number between zero and one.*

• 6.CE.1.d

  Estimate, determine, and justify the solution to single-step and multistep problems in context that involve addition and subtraction with fractions (proper or i...

• 6.CE.1.e

  Estimate, determine, and justify the solution to single-step and multistep problems in context that involve multiplication and division with fractions (proper o...

01

What Students Need to Do

Students estimate and solve one-step and multistep problems with fractions and mixed numbers. They model multiplication and division, simplify answers, and explain whether results are reasonable.

02

What Mastery Looks Like

A student selects the correct operations, computes accurately, regroups when needed, and simplifies each answer. The student uses a diagram or equation to justify results and explains the effect of multiplying or dividing by a fraction less than one.

03

Common Misconceptions

Students may add or subtract denominators instead of finding a common denominator. They may forget to convert mixed numbers or invert the second fraction when dividing. Many assume multiplication always increases a value and division always decreases it.

04

How to Assess It

Give this exit ticket: “A recipe uses 2 1/4 cups of flour per batch. How much is needed for 2/3 of a batch?” Require an estimate, equation, model, simplified answer, and explanation.

1. 01

   Have pairs use fraction strips to model 1 1/2 divided by 3/4, then connect the model to the division algorithm.

2. 02

   Ask students to explain why 8 divided by 1/2 is greater than 8, using words, an equation, and a drawing.

3. 03

   Play Fraction Operation Match with cards showing problems, estimates, simplified answers, and visual models for students to pair.

4. 04

   Scale a snack recipe to 1/2, 1 1/2, and 2 1/4 batches, then compare the ingredient amounts.

• 4.CE.3

  The student will estimate, represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction of fracti...

• 5.CE.2

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...

• 6.CE.2

  The student will estimate, demonstrate, solve, and justify solutions to problems using operations with integers, including those in context. 

• 5.CE.3

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition, subtractio...