This is a set of two, one-page problems about the sizes of moons in the solar system. Learners will use fractions to compare the sizes and distances of Jupiter's moons. Options are presented so that students may learn about the Juno mission through a NASA press release or by viewing a NASA eClips video [6 min.] about the creation of graphic of the 88 largest objects in our solar system. This activity is part of the Space Math multi-media modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school.

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math. 

This course was created by the Rethink Education Content Development Team in partnership with the North Carolina Virtual Public Schools. This course is aligned to the NC Standards for 6th Grade Math.  

This task builds on a fifth grade fraction multiplication task, Ň5.NF Running to School, Variation 1.Ó This task uses the identical context, but asks the corresponding ŇNumber of Groups UnknownÓ division problem. See Ň6.NS Running to School, Variation 3Ó for the ŇGroup Size UnknownÓ version.

Students will apply their understanding of division of whole numbers by unit fractions, in context, to the division of whole numbers by non-unit fractions. Students will consider the steps of the standard algorithm of division of fractions as they relate to solving the contextualized problems in this task. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

It is much easier to visualize division of fraction problems with contexts where the quantities involved are continuous. It makes sense to talk about a fraction of an hour. The context suggests a linear diagram, so this is a good opportunity for students to draw a number line or a double number line to solve the problem.

This task could be used in instructional activities designed to build understandings of fraction division. With teacher guidance, it could be used to develop knowledge of the common denominator approach and the underlying rationale.