3-5, 6-8, against the Norm, Fractions, Making sense Series, math Progressions, Number Sense, Planning, Strategy advancement | 14 comments


As elementary school teachers, we rarely have the opportunity to explore division of a portion by a fraction. As soon as we do, it’s typically accompanied with Keep-Change-Flip or the speak “Yours is not the factor why, simply invert and multiply.”

Both are theoretical cripplers.

You are watching: Why do you multiply by the reciprocal when dividing fractions

I’ve to be drafting the fourth installment that the Making feeling Series involving fractions and I’m sharing this write-up as an ext of a personal reference should K-C-F do its method round these parts again…and I’m certain it will.

Side note: A when back Fawn and Christopher each shared a write-up about division of fountain using usual denominators. Both short articles left numerous math residue and are well worth your time.

See more: Why Do Cats Shake Their Head S After You Pet Them? Why Do Cats Shake Their Heads After You Pet Them

Let’s start with a model because that 3/5 ÷ 1/4.


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I can’t wait come share this with my teachers. I specifically like the idea of multiplying by the number that provides the denominator into one (the train station of the denominator).

On Tue, Aug 2, 2016 at 2:00 PM, Questioning mine Metacognition wrote:

> mmsanotherstage2019.com posted: “As elementary school teachers, we rarely have the opportunity > to explore department of a portion by a fraction. When we do, it’s normally > accompanied through Keep-Change-Flip or the saying “Yours is no the reason > why, just invert and multiply.” Both space conceptua” >