IM 6.4.2 Practice: Meanings of Division

Twenty pounds of strawberries are being shared equally by a group of friends. The equation 20÷5=4 represents the division of strawberries.

If the 5 represents the number of people, what does the 4 represent?

If the 5 represents the pounds of strawberries per person, what does the 4 represent?[br]

A sixth-grade science club needs $180 to pay for the tickets to a science museum. All tickets cost the same amount.

What could [math]180\div15[/math] mean in this situation? Describe two different possible meanings of this expression.

Find the quotient from the question above and explain what it means in each case.

Write a multiplication equation that corresponds to each division equation.

[math]10\div5=?[/math]

[math]4.5\div3=?[/math]

[math]\frac{1}{2}\div4=?[/math][br]

Write a division or multiplication equation that represents each situation. Use a “?” for the unknown quantity.

2.5 gallons of water are poured into 5 equally sized bottles. How much water is in each bottle?[br]

A large bucket of 200 golf balls is divided into 4 smaller buckets. How many golf balls are in each small bucket?[br]

Sixteen socks are put into pairs. How many pairs are there?

[size=150]Find a value for [math]a[/math] that makes each statement true.[/size][br][br][math]a\div6[/math] is greater than 1

[math]a\div6[/math] is equal to 1

[math]a\div6[/math] is less than 1

[math]a\div6[/math] is equal to a whole number

Complete the table. Write each percentage as a percent of 1.

Jada walks at a speed of 3 miles per hour. Elena walks at a speed of 2.8 miles per hour. If they both begin walking along a walking trail at the same time, how much farther will Jada walk after 3 hours? Explain your reasoning.