This task provides a context for performing division of a whole number by a unit fraction. This problem is a "How many groups?'' example of division.

This is the first of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.

This is the second of two fraction division tasks that use similar contexts to highlight the difference between the ŇNumber of Groups UnknownÓ a.k.a. ŇHow many groups?Ó (Variation 1) and ŇGroup Size UnknownÓ a.k.a. ŇHow many in each group?Ó (Variation 2) division problems.

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The following resource contains the assets (or resources) to accompany the Sask DLC Mathematics 8 course. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zip folder and a collection. 

The purpose of this task is to present students with a situation in which they need to divide a whole number by a unit fraction in order to find a solution.

The purpose of this task is to provide students with a situation in which it is natural for them to divide a unit fraction by a non-zero whole number.

The purpose of this task is to help students extend their understanding of division of whole numbers to division of fractions, and given the simple numbers used, it is most appropriate for students just learning about fraction division because it lends itself easily to a pictorial solution.

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.

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.