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Interpreting Division Situations: IM 6.4.3
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1. Lesson 6.4.3
- IM 6.4.3 Lesson: Interpreting Division Situations
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2. Practice 6.4.3
- IM 6.4.3 Practice: Interpreting Division Situations
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Interpreting Division Situations: IM 6.4.3
IM 6 – 8 Math, GeoGebra Classroom Activities, Aug 11, 2020
“Interpreting Division Situations” from IM Grade 6 by Open Up Resources and Illustrative Mathematics. Licensed under the Creative Commons Attribution 4.0 license.
Table of Contents
- Lesson 6.4.3
- IM 6.4.3 Lesson: Interpreting Division Situations
- Practice 6.4.3
- IM 6.4.3 Practice: Interpreting Division Situations
IM 6.4.3 Lesson: Interpreting Division Situations
Without counting, determine the number of dots and explain how you got your answer.Font sizeFont size
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Here is an applet to use if you choose to.
The toolbar includes buttons that represent 1 whole and fractional parts, as shown here. Click a button to choose a quantity, and then click in the work space of the applet window to drop it. When you're done choosing pieces, use the Move tool (the arrow) to drag them into the jars. You can always go back and get more pieces, or delete them with the Trash Can tool.
Draw a diagram and write a multiplication equation to represent the situation. Then answer the question. Mai had 4 jars. In each jar, she put 2 ¼ cups of homemade blueberry jam. Altogether, how many cups of jam are in the jars?
Draw a diagram and write a multiplication equation to represent the situation. Then answer the question. Priya filled 5 jars, using a total of 7 ½ cups of strawberry jam. How many cups of jam are in each jar?
Draw a diagram and write a multiplication equation to represent the situation. Then answer the question. Han had some jars. He put ¾ cup of grape jam in each jar, using a total of 6 ¾ cups. How many jars did he fill?
Consider the problem: To make 1 batch of granola, Kiran needs 26 ounces of oats. The only measuring tool he has is a 4-ounce scoop. How many scoops will it take to measure 26 ounces of oats?
Will the answer be more than 1 or less than 1?
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Write a multiplication equation and a division equation that represent this situation. Use “?” to represent the unknown quantity.
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Find the unknown quantity. If you get stuck, consider drawing a diagram.
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Consider the problem: The recipe calls for 14 ounces of mixed nuts. To get that amount, Kiran uses 4 bags of mixed nuts.
Write a mathematical question that might be asked about this situation.
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What might the equation represent in Kiran’s situation?
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Find the quotient. Show your reasoning. If you get stuck, consider drawing a diagram.
IM 6.4.3 Practice: Interpreting Division Situations
Write a multiplication equation and a division equation that this diagram could represent.
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Consider the problem: Mai has $36 to spend on movie tickets. Each movie ticket costs $4.50. How many tickets can she buy?
Write a multiplication equation and a division equation to represent this situation.
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Find the answer. Draw a diagram, if needed.
Use the multiplication equation to check your answer.
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Kiran said that this diagram can show the solution to or , depending on how we think about the equations and the “?”. Explain or show how Kiran is correct.
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Write a sentence describing a situation that could be represented by the equation .
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Noah said, “When you divide a number by a second number, the result will always be smaller than the first number.”
Jada said, “I think the result could be larger or smaller, depending on the numbers.”
Do you agree with either of them? Explain or show your reasoning below.
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Show your reasoning here.
Mini muffins cost $3.00 per dozen.
- Andre says, “I have $2.00, so I can afford 8 muffins.”
- Elena says, “I want to get 16 muffins, so I’ll need to pay $4.00."
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A family has a monthly budget of $2,400. How much money is spent on each category?
44% is spent on housing.
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23% is spent on food.
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6% is spent on clothing.
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17% is spent on transportation.
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The rest is put into savings.
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