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Primary 5 Maths: Dividing Fractions — Tutor Lesson Plan (45 min, script, common errors)
Students can divide, but they cannot explain why the second fraction flips. This lesson builds the reason first, then the shortcut.
01 Prerequisites (3-minute check)
If any of these fails, fix it before the lesson starts.
| Skill | Quick check | Pass mark |
|---|---|---|
| Mixed number to improper fraction | Write 2 3/4 as an improper fraction | 11/4, from 2×4+3 |
| Simplifying | Simplify 18/24 | 3/4, common factor 6 |
| Reciprocal | Give the reciprocal of 3/8 | 8/3 |
02 Lesson flow (45 minutes)
| Time | Stage | Tutor does | Student does |
|---|---|---|---|
| 0-5 min | Context | Ask: 3/4 kg of sugar, 1/8 kg per bag, how many bags? | Estimate first, write the estimate down |
| 5-15 min | Scene 1 | Convert 3/4 to 6/8 and count the eighths | Count aloud and retell the reason |
| 15-27 min | Scene 2 | Show 3/4 ÷ 1/8 = 3/4 × 8/1, then 2/3 ÷ 4/9 | One question with you, one alone |
| 27-37 min | Practice | Set the three questions in section 05 | Work independently, show every step |
| 37-42 min | Fix errors | Work through the most common mistake on the board | Say which step went wrong |
| 42-45 min | Exit check | Hand out three questions and mark them | Finish alone |
03 Teaching script (read it out)
Scene 1: Why the second fraction flips
Rewrite 3/4 as 6/8, so there are six eighths, which is 6 bags.
Ask the student to repeat: “3/4 is 6/8, so there are six eighths.”
Scene 2: The flip is a shortcut, not magic
So 3/4 ÷ 1/8 = 3/4 × 8/1 = 6. Only the fraction after the sign flips.
Warn: students often flip both fractions, or the first one only. Show both wrong versions.
Scene 3: Mixed numbers first, then flip
Never split the whole-number part; that belongs to subtraction, not division.
Check: 2 × 3/4 = 1 1/2, so the answer is right.
04 Question types and worked steps
| Type | Example | Steps | Answer |
|---|---|---|---|
| Fraction ÷ fraction | 2/3 ÷ 4/9 | Flip the second, multiply, simplify | 3/2 (1 1/2) |
| Whole ÷ fraction | 5 ÷ 1/4 | 5 × 4/1 | 20 |
| Mixed ÷ fraction | 1 1/2 ÷ 3/4 | 3/2 × 4/3 | 2 |
05 Independent practice (3 questions)
| Question | Answer | What to watch |
|---|---|---|
| 5/6 ÷ 1/3 | 5/2 (2 1/2) | Do they simplify before multiplying? |
| 2 ÷ 1/5 | 10 | Handling a whole number |
| 1 3/4 ÷ 1/2 | 7/2 (3 1/2) | Mixed number converted first |
06 Common mistakes and what to say
| Mistake | Student writes | Say this |
|---|---|---|
| No flip | 3/4 × 1/8 = 3/32 | Only the fraction after the sign flips. |
| Both fractions flipped | 4/3 × 8/1 | The first fraction is what is being shared: it stays. |
| Mixed number not converted | dividing the whole part first | Turn the mixed number into one fraction first. |
| Multiplying before simplifying | 2/3 × 9/4 = 18/12 | Simplify first: the numbers stay small. |
07 Homework (paper, section and question numbers)
- Primary 5 first-term paper — Section A, questions 4, 6, 7 and 8
- Primary 5 first-term paper — Section E, question 3 (word problem, units required)
08 Exit check (last 5 minutes)
| Question | Answer | Decision |
|---|---|---|
| 5/6 ÷ 1/3 | 5/2 | All three right: move to fraction word problems |
| 2 ÷ 1/5 | 10 | One wrong: re-teach the flip for 5 minutes next lesson |
| 1 3/4 ÷ 1/2 | 7/2 | Two or more wrong: repeat scene 2 |
09 Tutor FAQ
Should I give the rule first?
No. The same-denominator count gives the rule a meaning; without it students flip the wrong fraction a week later.
When can they use the rule only?
Once they can explain “dividing by 1/8 is multiplying by 8” in their own words, usually after two or three lessons.
What if 45 minutes is not enough?
Cut the practice to two questions but keep the exit check, otherwise you do not know what they learned.
A TutorZone lesson-prep guide. Written by the TutorZone team; questions and lesson flow are original and are not taken from any school or publisher material.
