Explain how to divide a non-unit fraction by a whole number | Maths

Starter quiz

Tick the equivalent division equation for ${1} \over {4}$ × ${1} \over {3}$ = ${1} \over {12}$
- ${1} \over {4}$ ÷ 3 = ${1} \over {12}$ ✓
- ${1} \over {4}$ ÷ 4 = ${1} \over {12}$
- ${1} \over {3}$ ÷ 3 = ${1} \over {12}$
- ${1} \over {12}$ ÷ ${1} \over {4}$ = ${1} \over {3}$
Use this equation to find the missing denominator:
- '3' ✓
Tick the correct answer to the calculation ${1} \over {3}$ ÷ 6 =
- ${1} \over {18}$ ✓
- ${1} \over {9}$
- 18
- ${6} \over {3}$
Write down the missing denominator.
- '32' ✓
Tick the equivalent multiplication expression for ${1} \over {9}$ ÷ 2
- ${1} \over {9}$ × 2
- 2 × ${1} \over {9}$
- ${1} \over {9}$ × ${1} \over {2}$ ✓
- 9 × 2
Tick the possible pairs of numbers that would make this equation correct:
- 2 and 3
- 3 and 4
- 4 and 4 ✓
- 2 and 6
- 8 and 2 ✓

Exit quiz

Tick the equivalent multiplication expressions for ${1} \over {4}$ ÷ 2
- ${1} \over {4}$ × ${1} \over {2}$ ✓
- 2 × ${1} \over {4}$
- ${1} \over {2}$ × ${1} \over {4}$ ✓
- 4 × 2
Tick the equivalent multiplication expression for ${3} \over {4}$ ÷ 2
- ${3} \over {4}$ × ${1} \over {2}$ ✓
- 2 × ${3} \over {4}$
- ${3} \over {4}$ × 2
- 34 × 2
Tick the missing number ${4} \over {5}$ × ${1} \over {3}$ = ${4} \over {5}$ ÷ ___
- ${1} \over {3}$
- 3 ✓
- 4
- 13
What is the result of ${2} \over {6}$ ÷ 3?
- ${2} \over {3}$
- ${2} \over {9}$
- ${2} \over {18}$ ✓
- ${6} \over {6}$
What is the missing divisor?
- '6' ✓
Tick the possible answers. Jun walks for three-quarters of a mile. He listens to music for one-third of his walk. What fraction of a mile does Jun listen to music for?
- ${3} \over {9}$
- ${3} \over {12}$ ✓
- ${1} \over {12}$
- ${1} \over {4}$ ✓
- ${3} \over {4}$

Worksheet

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Presentation

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Lesson Details

Key learning points

Dividing a non-unit fraction by a whole number can be re-written as multiplying by a unit fraction.
To divide a non-unit fraction by a whole number, you notice the denominator has been multiplied by the whole number.

Common misconception

Pupils think the product is only the fraction of the shaded part and not the fraction of the original whole.

Ensure precision in wording when clarifying what the question is asking of each pupil. It is important they recognise how the shaded parts relates back to the original whole each time.

Keywords

Represent - To represent something means to show something in a different way.