*Looking for a meaningful way to teach dividing fractions by fractions? This FREE digital activity for google slides uses area models to make sense of dividing fractions so your students understand the standard algorithm. *

Dividing fractions is probably one of the trickiest standards to teach in sixth grade. Then add using models on top of that and it is easy to feel overwhelmed! We so often skim or skip over using and teaching models with our students because they can be confusing to not only our students but to us too! When we **teach division of fractions** **through models**, it is a powerful and useful tool that when used correctly can deepen our students’ understanding.

**Visual Models: Why They Matter**

The purpose behind visual models is to help our students understand the **why**. Have you ever heard the phrase “Don’t ask why, just invert and multiply”? Our teachers often taught math this way to us, simple procedures with little to no deeper understanding.

Fortunately, we have discovered that real learning comes from helping children **understand the reason behind procedures**. Possibly even “discovering” the procedures for themselves. This kind of math learning leads to real understanding and is less likely to be memorized and then forgotten by our students.

This may be especially true when **dividing fractions by fractions**.

**Understanding and Using Fractional Models**

**Understanding Division of Fractions**

Before we can help our students understand fractional models, we must understand them ourselves. When we are dividing a fraction by a fraction, we are essentially saying I am taking a fraction and **creating groups the size of another fraction**.

For example ½ ÷ ⅓ is saying **how many groups of size ⅓ can I make from ½**. The answer is 3/2 or 1 ½ groups.

In some division of fraction problems you can only make a partial group; ⅓ ÷ ½ = ⅔ of a group or I can make ⅔ of a group when **½ is my new whole** and **⅓ is what I have**.

**Understanding the Models to Teach Dividing Fractions**

When you are dividing the fraction ½ by ⅓, you take your dividend fraction, or what is being divided, ½, and then split it into thirds horizontally. This now allows you to easily see ⅓ of the whole while also making a common denominator. You then **count the number of pieces it takes to make ⅓** which is your new whole.

In this case it is 2 which is why when you invert and multiply the 2 becomes your denominator. You then count the number of pieces you had originally from the ½. In this example it is 3, which is why it becomes your numerator.

If you go in and **circle the number of groups you can make** with your new denominator, 2, from your numerator, 3, you find that you can make 1 group of 2 or one whole and then you are left with 1 of 2 pieces or 1 ½. **This is the number you find when simplifying your improper fraction found from inverting and multiplying your expression.**

**Dividing Fractions by Fractions Task**

In this digital resource, there are two parts. First, students will **create the fractional model by dragging and overlaying the two fractional pieces**. They then count the number of pieces used to make up their new denominator and numerator.

They will finish the first slide by **finding and circling the number of groups they can find** with their new whole.

On the second slide, students will **invert and multiply** the original problem. Then they simplify that answer if necessary to **connect their thinking to the model**.

**Helping Students who Struggle**

If you have students who are still struggling to understand the models, having them draw the models themselves can be a powerful tool. If needed, **draw the models with them** so that they have the extra scaffolding they need while still putting pencil to paper.

It can also help if you **start with more familiar fractions** like the ones used above. As the students become more confident with their models using familiar fractions, you can begin adding in more complex fractions to deepen their understanding.

**Models Make the Difference!**

I know teaching with models can be intimidating. As a second year teacher moving to sixth grade, I wanted to just skip over them. Don’t do it! **Models are powerful tools** and there is a reason they are in the Common Core Math Standards. It may take some time and practice for both you and your students.

But the “aha” moment students have when they **connect the standard algorithm to invert and multiply to their models** makes it totally worth it!

**Free Resource to Teach Dividing Fractions!**

I’m excited to share this free resource to **help you teach dividing fractions using models** in your classroom. It is an easy and effective tool that is already for you to copy and share with your students!

You can use this as a **springboard for more in depth teaching** of fractional models or **as a practice/review**. Regardless of how you use it, you’ll love this specially curated resource for you and your sixth graders!

**{Click HERE to go to my shop and grab the FREE Digital Activity to Teach Dividing Fractions!}**

**More Fraction Resources You Might Like:**

- Convert Improper Fractions to Mixed Numbers Using Visuals
- Missing Addend with Fractions: Challenges for Google Slides
- How to Teach Fractions {With Free Game Ideas}
- Deepening Fraction Sense with Fractions Area Models

### Never Run Out of Fun Math Ideas

If you enjoyed this post, you will love being a part of the Math Geek Mama community! Each week I send an email with fun and engaging math ideas, free resources and special offers. Join 163,000+ readers as we help every child succeed and thrive in math! PLUS, receive my FREE ebook, *5 Math Games You Can Play TODAY*, **as my gift to you**!

[…] Explore how to teach dividing fractions with models (with FREE Google Slides Activity) from Math Gee… […]