Question: 3. When learning fraction division, students are often told to just memorize the algorithm keep, change, flip where you keep the first fraction, change the

$3. When learning fraction division, students are often told to just$

3. When learning fraction division, students are often told to just memorize the algorithm "keep, change, flip" where you keep the first fraction, change the operation to multiplication, and invert the second fraction. This is a meaningless algorithm when students are just told to memorize it. Can you come up with a different algorithm based on the ideas behind measurement division? Think about WIN How many groups of = can you make in ? Generalize the process you would use for measurement division with fraction strip diagrams to come up with a different algorithm

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