Learning Menus: Giving Options & Independence
Common Core State Standards
Math 
Math 
6 
Grade 6 
NS 
The Number System 
A 
Apply and extend previous understandings of multiplication and division to divide fractions by fractions 
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 3/4cup 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?. 
Download Common Core State Standards (PDF 1.2 MB) 

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Lesson Objective
Use learning menus to provide students with independent exploration of concepts
Length
2 min
Questions to Consider
 How do learning menus enable Ms. Morey to provide differentiated instruction?
 Why does Ms. Morey allow students to sometimes choose which tasks she assesses?
 What resources does Ms. Morey use to design her menu tasks?
Watch all the videos in this series.
Teacher & School Info

Crystal Morey
 School Details
 Enumclaw Middle School Enumclaw, WA
 Population
 460 students
 District Spending
 $8,204
Supporting Materials

Learning Menus: Giving Options & Independence Transcript

Worksheet: Division Menu.PDF

Handouts: Menu Rubric.PDF

Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 410
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Teaching Practice Learning Menus: Giving Options & Independence
Grades 58 / Math / Differentiation