This optional lesson continues and builds on the work of the previous one. Students represent fractions geometrically by decomposing rectangles into squares. The activities in this lesson build on each other, providing students an opportunity to express the relationship between the greatest common factor of two numbers and related fractions through repeated reasoning (MP8). It is not necessary to do the entire set of problems to get some benefit from the activities in this lesson, although more connections are made the farther one gets.
Generalize that decomposing rectangles into squares is a geometric way to determine the greatest common factor of two numbers.
Interpret and create diagrams involving a rectangle decomposed into squares.
Interpret a fraction as division of the numerator by the denominator . Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret as the result of dividing by , noting that multiplied by equals , and that when wholes are shared equally among people each person has a share of size . If people want to share a -pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express as .