This instructional task requires that the students model each problem with some typ of fractions manipulatives or drawings. This could be pattern blocks, student or teacher-made fraction strips, or commercially produced fraction pieces. At a minimum, students should draw pictures of each. The above problems are meant to be a progression which require more sophisticated understandings of the meaning of fractions as students progress through them. If the task is used to help students see the connections to the invert-and-multiply rule for fraction division (as described in the solution) then they should already be familiar with and comfortable solving Number of Groups Unknown (a.k.a. “How many groups?”) division problems with visual models.