IM 6.4.8 Lesson: How Much in Each Group? (Part 1)
Think of a situation with a question that can be represented by the equation . Describe the situation and the question.
Trade descriptions with your partner, and answer your partner’s question.
To make 5 batches of cookies, 10 cups of flour are required. Consider the question: How many cups of flour does each batch require?
We can write equations and draw a diagram to represent this situation.
This helps us see that each batch requires 2 cups of flour.
Write a multiplication equation and a division equation, draw a diagram, and find the answer.
To make 4 batches of cupcakes, it takes 6 cups of flour. How many cups of flour are needed for 1 batch?
Draw the diagram below.
Write a multiplication equation and a division equation, draw a diagram, and find the answer. To make batch of rolls, it takes cups of flour. How many cups of flour are needed for 1 batch?
Draw the diagram below.
Write a multiplication equation and a division equation, draw a diagram, and find the answer. Two cups of flour make batch of bread. How many cups of flour make 1 batch?
Draw the diagram below.
Here are three tape diagrams that represent situations about filling containers of water. Match each of the three situations below to a diagram and use the diagram to help you answer the question.
Tyler poured a total of 15 cups of water into 2 equal-sized bottles and filled each bottle. How much water was in each bottle? Answer the question and write a multiplication equation and a division equation to represent the situation.
Kiran poured a total of 15 cups of water into equal-sized pitchers and filled pitchers. How much water was in the full pitcher? Answer the question and write a multiplication equation and a division equation to represent the situation.
It takes 15 cups of water to fill pail. How much water is needed to fill 1 pail? Answer the question and write a multiplication equation and a division equation to represent the situation.
Here are tape diagrams that represent situations about cleaning sections of highway. Match each of the three situations below to a diagram and use the diagram to help you answer the question.
Priya’s class has adopted two equal sections of a highway to keep clean. The combined length is of a mile. How long is each section? Answer the question and write a multiplication equation and a division equation to represent the situation.
Lin’s class has also adopted some sections of highway to keep clean. If sections are mile long, how long is each section? Answer the question and write a multiplication equation and a division equation to represent the situation.
A school has adopted a section of highway to keep clean. If of the section is mile long, how long is the section? Answer the question and write a multiplication equation and a division equation to represent the situation.
- Start with a tape diagram of length 1 unit. This is step 1.
- Color in the middle third of the tape diagram. This is step 2.
- Do the same to each remaining segment that is not colored in. This is step 3.
- Keep repeating this process.
How much of the diagram is colored in after step 2? Step 3? Step 10?
If you continue this process, how much of the tape diagram will you color?
Can you think of a different process that will give you a similar result? For example, color the first fifth instead of the middle third of each strip.