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2 yards 4 3 C. Solve each of the following examples as if they were ribbon problems. 3 3 3 3 2 1 1. 4 2. 1 4 3. 2 4 4 3 4 2 4 4 1. 4 yard 5 D. What algorithm makes sense for dividing any fraction by any fraction? 3 3 2 8 15 2 E. To solve 4 4 5 , Elisha writes, “4 4 5 is the same as 20 4 20 . ” 3 15 2 8 1. Is Elisha’s first claim, that 4 4 5 is the same as 20 4 20, correct? 3 2 2. Is his second claim, that the answer to 4 4 5 is the same as 15 4 8, correct? 3 1 3. Use Elisha’s method to solve 5 4 3 .

Each school bus carries 30 students. How many buses are needed? • The school band plans to sell 600 boxes of cookies. There are 20 members in the band. How many boxes should each member sell to reach the goal if each sells the same number of boxes? Compare your number sentences and reasoning about these problems with classmates. Decide which are correct and why. 1 Preparing Food There are times when the amounts given in a division situation are not whole numbers but fractions. First, you need to understand what division of fractions means.

When you multiply a fraction less than 1 by another fraction less than 1, your answer is always less than either factor. 3. Explain and illustrate what “of” means when you find a fraction of another number. What operation is implied by the word? Investigation 3 Multiplying With Fractions 47 " Dividing With Fractions In earlier investigations of this unit, you learned to use addition, subtraction, and multiplication of fractions in a variety of situations. There are times when you also need to divide fractions.

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