• 6.NS.A.1 — Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
  

  The Number System

  6.NS.A.1 — Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

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• 5.NF.B.6
  

  Number and Operations—Fractions

  5.NF.B.6 — Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

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• 5.NF.B.7
  

  Number and Operations—Fractions

  5.NF.B.7 — Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade

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It requires $${\frac {1}{4}}$$ of a credit to play a video game for one minute.

1. Emma has $${{\frac {7}{8}}}$$ credits. Can she play for more or less than one minute? Explain how you know.
2. How long can Emma play the video game with her $${{\frac {7}{8}}}$$ credits? How many different ways can you show the solution? 

Solve the two problems below using a visual diagram and computation. Compare and contrast the two problems. 

Problem 1:

Alisa had $${\frac {1}{2}}$$ liter of juice in a bottle. She drank $${{\frac{3}{8}}}$$ liters of juice. What fraction of the juice in the bottle did Alisa drink?

Problem 2:

Alisa had some juice in a bottle. Then she drank $${{\frac{3}{8}}}$$ liters of juice. If this was $${\frac{3}{4}}$$ of the juice that was originally in the bottle, how much juice was there to start?

You are stuck in a big traffic jam on the freeway and you are wondering how long it will take to get to the next exit, which is $${1 \frac {1}{2}}$$ miles away. You are timing your progress and find that you can travel $${\frac{2}{3}}$$ of a mile in one hour. If you continue to make progress at this rate, how long will it be until you reach the exit? 

Solve the problem with a diagram and explain your answer. Then find the answer using an equation and show that it is the same as what you got in your diagram.