Students are explicitly told that a fraction is another way to write a division sentence (for example, "1/10 means '1 divided into 10 pieces' or '1 divided by 10'") and are asked to calculate 1/10 = 0.1 using a dime grouping. Students practice dividing whole numbers by 10 on worksheets (e.g., 400,000 ÷ 10 = 40,000; 54 ÷ 10 = 5.4; 1.2 ÷ 10 = 0.12) and compare one‑tenth and one‑hundredth using a cake visual. The activities require students to compute and reason about finding one‑tenth of numbers and moving the decimal point when dividing by 10.

Students solve several division problems that produce non-integer quotients: Annie's fruit salad is divided among 12 people (47.4 ÷ 12 = 3.95), the candy maker divides 416 kg into 5 equal batches (416 ÷ 5 = 83.2), and the donut cost per piece is found by dividing a dozen price by 12 ($1.44 ÷ 12 = $0.12). The activities require students to write number sentences, perform division with whole numbers and decimals, and interpret per-person or per-item amounts in real-world contexts.

Students match word problems to numerical expressions that include the division symbol (for example, the cupcake problem asking how many each person gets is paired with a ÷ expression). The activity pages also present expressions with division inside grouping symbols (e.g., (6 − 2) ÷ 3) that students must interpret and solve. Students are asked to write problems and create matching mathematical expressions, providing practice translating sharing/division scenarios into ÷ equations.

Students divide whole-number measurements in multiple places: they compute 82 ÷ 16 = 5 R 2 and interpret the remainder when converting ounces to pounds and deciding how many 1-pound bags to buy. Students perform mixed-unit division such as 20 feet ÷ 3 = 6 R 2 to convert feet to yards and solve unit-sharing problems like dividing 2 liters among 8 people (2,000 ml ÷ 8 = 250 ml). Several word problems require students to divide totals by counts (e.g., candle weights, servings, string lengths) and use quotient/remainder to make decisions.

Students convert time units that require division resulting in nonwhole answers (for example, 330 seconds ÷ 60 = 5.5 minutes and 154 hours ÷ 24 = 6 days 10 hours). The worksheet includes converting fractional weeks (2/3 week) into days as part of an addition problem and converting 3.5 weeks to days (3.5 weeks × 7 = 24.5 days). Several problems require dividing to change from a smaller unit to a larger unit or to produce mixed-unit answers (e.g., minutes/seconds to minutes, hours to days).

Students work with fractions and mixed numbers on line plots (e.g., guitar practice times given as fractions and mixed numbers) and answer questions that require counting and finding differences (e.g., difference between 3 3/4 and 1 1/4). Students solve sharing-style word problems that require division after unit conversion (e.g., Beth shares 2 liters among herself and 9 friends and divides 2000 ml by 10 to get 200 ml each). The parent/skills lists explicitly mention using operations on fractions to solve problems and making line plots that show fractional measurements (1/2, 1/4, 1/8).

The project requires students (Option 2) to create measurement word problems and provide solutions for each page, and Page 8 asks students to create conversion problems including two that convert between units in the same system. The student directions mention problem-solving using strategies such as dividing, and several pages require examples of converting units using words, images, or word problems.

Students draw and label fractions as parts of a whole and parts of a set (Activity 2) and use visual models (circles, squares, pie charts) to represent fractions such as 2/5, 2 3/4, 1 1/2, 1/3, and 3/8. Students use fraction strips to explore how many smaller pieces equal a larger fraction (e.g., two 1/6 strips equal 1/3) and complete equivalent-fraction chains showing how fractions relate by multiplication or division of numerator and denominator. Students compare amounts eaten (Karen 4/16 vs Karl 3/12) and are asked to draw pictures to show equal shares, which uses visual sharing models.

Activity 2 explicitly tells students that a division problem can be written as a fraction (e.g., 18 ÷ 6 is the same as 18/6) and that a fraction like 3/4 means 3 is being divided by 4. Students are directed to watch a video and complete an "Other Methods" sheet that reinforces writing a fraction as a division and to use a calculator to find decimal values (e.g., 7/15 ≈ 0.47), which requires performing the division a ÷ b. Several student tasks ask students to compute decimal values of fractions and to use that information to compare fractions, implicitly practicing the division interpretation.

Students are asked to shade circles to represent improper fractions and to use those visual fraction models when converting to mixed numbers, providing direct visual work with fractions. Students are given the explicit algorithm "Divide the numerator by the denominator" and an example that reads 11/3 = 11 ÷ 3 = 3 R2 leading to 3 2/3, which frames an improper fraction as a division with remainder. Students practice converting mixed numbers to improper fractions by multiplying the whole number by the denominator and adding the numerator, reinforcing the connection between whole-number division/multiplication and fractional form.

The lesson explicitly teaches converting an improper fraction to a mixed number by dividing the numerator by the denominator and writing the whole number and remainder (for example, converting 9/8 to 1 1/8 and 49/10 to 4 9/10). Student activity pages require students to perform these conversions and to convert mixed numbers to improper fractions and back using division in worked examples and practice problems. Multiple examples show students carrying out the division algorithm on numerators and denominators to produce mixed-number answers.

Students match improper fractions with equivalent mixed numbers in Activity 1 (e.g., 16/3, 25/3 paired with 7 1/6, 8 1/3, etc.), which requires finding whole-number quotients and remainders. Activity 3 and several pages require students to add and subtract mixed numbers and to convert between improper fractions and mixed numbers. Basic Skills Review #13 includes a division-context question (15 pounds of batter for 48 cupcakes) that has students divide a whole amount to find a per-item measure.

Students divide whole numbers into equal parts using number lines and fraction strips (for example, they divide 15 into 3 equal parts and identify 1/3 of 15 = 5). Students write multiplication expressions for 'fraction of' situations (e.g., 1/2 × 8 = 8/2 = 4) and complete tasks that use visual models (number lines, arrays, icons) to represent fractional parts of wholes. The materials explicitly state that 1/3 × 15 is the same as 15/3 (15 divided by 3), and students complete 'Parts and Divisions' sheets that require showing these divisions.

Students divide a number line from 0 to a given fraction into equal parts using the denominator (e.g., ‘‘3 parts when 1/2 is divided into four parts'') and count the numerator's number of parts to find a product. Students use area models and number lines to show ‘‘parts of a part'' and are instructed to interpret (a/b)(x) q as a parts of a partition of q into b equal parts. The materials guide students to draw, shade, and label equal partitions and to relate those visual models to fraction multiplication and the multiplication algorithm.

Students convert improper fractions to mixed numbers and mixed numbers to improper fractions in Activity 1 by matching and filling conversion problems (e.g., 21/3, 17/4, 5/2). A pizza image shows seven fifths shaded and represents 7/5 as 1 2/5, giving a visual model of how parts combine into wholes. Students also repeatedly change mixed numbers to improper fractions in Activities 2 and 3 before multiplying, which requires finding whole-number quotients and remainders during conversion.

Students model division by cutting four sandwiches into equal parts and writing the amount each person gets as a fraction (e.g., 4 sandwiches ÷ 3 people = 4/3 and then 1 1/3). The activities ask students to use visual fraction models (cut-outs) and fill tables showing 'sandwiches per person' and to convert improper fractions to mixed numbers. The cookie chart labels the number of cookies as the dividend and the number of people as the divisor and has students record quotients as fractions or mixed numbers.

Students create and use visual fraction models (grids, pie diagrams) to divide unit fractions by whole numbers (e.g., 1/2 ÷ 3 = 1/6, 1/5 ÷ 4 = 1/20). Students solve many word problems and practice problems that require dividing a fractional amount among a number of recipients and representing answers with visuals and equations (several activity pages, quiz, and word problems). Students learn and apply the algorithm Keep–Switch–Flip–Solve to convert division of a unit fraction by a whole number into multiplication by a reciprocal and then compute the result.

Students use visual models to divide wholes into unit fractional parts (for example, splitting 4 wholes into eighths or thirds and counting parts to show 4 ÷ 1/2 = 8 and 4 ÷ 1/3 = 12). Students create visuals and complete word-problem worksheets (Sally's flour, Bobbie's ribbon, pizza and cookie problems) that represent division of whole numbers by unit fractions and then write equations to solve them. Students learn and practice the Change–Switch–Flip–Solve algorithm and apply it on problem sheets and quizzes to compute whole-number ÷ unit-fraction and some non-unit-fraction division problems.

Students sort and match division problems, word problems, and visual models (e.g., 1/3 ÷ 5 → 1/15 and 5 ÷ 1/3 → 15). Activities require students to create visuals and write situations for given division expressions and to write corresponding multiplication problems (use of reciprocal is explicitly required). Several word problems ask students to divide whole numbers by whole numbers (e.g., 2 ÷ 5) and to represent division with visual fraction models.

Students draw visual models for division problems that involve fractions (e.g., 1/2 ÷ 5, 4 ÷ 1/3, 1/3 ÷ 4, 5 ÷ 1/2) on the Unit Test and Unit Review pages. Students match division expressions to real-world scenarios (cake, ribbon, crayons, flour) and write division math sentences for word problems (e.g., Darcy's 1/2 ÷ 5, Marcus's 5 ÷ 1/4, Danny's 1/5 ÷ 5). Practice problems and matching activities include dividing whole numbers by fractions (5 ÷ 1/3, 10 ÷ 3, 6 ÷ 1/2, etc.) and dividing unit fractions by whole numbers (1/3 ÷ 5, 1/4 ÷ 7), and students compute quotients using equations and visuals.

Students are asked to create two pamphlets that teach how to divide a unit fraction by a whole number and how to divide a whole number by a unit fraction, and the skills list explicitly says to solve real-world problems using visual fraction models and equations. The student activity pages require students to "Draw a visual to represent the problem," "Show the corresponding division word sentence," and "Write a word problem based on the original division problem," which asks students to represent division with visuals, words, and equations. The materials also prompt students to explain steps in their own words and to explain what a reciprocal is, supporting procedural explanations and representations.

Students solve word problems that produce fractions and mixed numbers (e.g., the cupcake problem: 1/8 × 15 = 15/8 = 1 7/8). Students perform fraction and division computations on the Basic Skills Review (e.g., 1/9 ÷ 5 = 1/45 and Marley cutting 12 pizzas into sixths expressed as 12 ÷ 1/6 = 72). Students work with problems that require writing improper fractions and converting them to mixed numbers and use equations to show computation in several items.

Students solve problems that produce fractional and mixed-number answers (for example, 1/3 × 17 = 17/3 = 5 2/3 in the pizza problem). Students perform fraction ÷ whole calculations (1/8 ÷ 6 = 1/48) and whole ÷ fraction calculations (16 ÷ 1/8 = 128) in the Basic Skills Review. Students convert improper fractions to mixed numbers as part of their solutions and apply these computations in word-problem contexts.

Students complete input/output tables that require dividing by whole numbers and fractions (rules: Divide by 4; Divide by 1/3; Divide by 1 1/3) and are instructed to simplify answers and write mixed numbers as needed. Students solve word problems that require fraction division, e.g., dividing 3/4 pound among 3 friends and dividing 8 inches by 1/3-inch pieces, and complete table entries that produce fractional or mixed-number outputs. The Parent Plan and directions explicitly state that students should practice dividing fractions and whole numbers.

The Parent Plan explicitly asks students to "Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8)" and to "Use operations on fractions to solve problems involving information presented in line plots." The Corn Growth activity gives fractional measurements (1/2 foot, 2 1/2 feet, etc.) and asks students to compute differences (e.g., how much the corn grew between week 6 and week 8 = 1 1/2 feet). The activities therefore require students to plot and perform operations with fractional values in data contexts.