Teachers report that engaging students in solving contextual problems is an important part of supporting student understanding of algorithms for fraction division. Meaning for whole-number operations is a crucial part of making sense of contextual problems involving rational numbers. The authors present a developed instructional sequence to support prospective student teachers as they learned to make sense of the invert-and-multiply algorithm for division of fractions. An examination of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) was consulted to identify standards that closely align with this instructional sequence and how it would relate to the practice of elementary school teachers. Cavey and Kinzel describe four parts of an instructional sequence that represents a progression of ideas that is initiated early in the course and then extended at different points throughout the study, concluding with proportionality at the end of the course. Cavey and Kinzel illustrate how working with whole-number division, especially the measurement, can lead to understanding the invert-and-multiply algorithm and how the range of mathematical ideas associated with the list of Standards might define the learning progression from grade 3 to grade 6 children. Such a progression has the potential to reinforce early concepts while emphasizing meaning for new ideas.