Without calculating, order the expressions according to their values from least to greatest. Explain your reasoning.[br] [math]\frac{3}{4}+\frac{2}{3}[/math]    [math]\frac{3}{4}-\frac{2}{3}[/math]     [math]\frac{3}{4}\cdot\frac{2}{3}[/math]    [math]\frac{3}{4}\div\frac{2}{3}[/math]

There was [math]\frac{3}{4}[/math] liter of water in Andre’s water bottle. Andre drank [math]\frac{1}{2}[/math] of the water. How many liters of water did he drink?[br]Before calculating, decide if each answer is greater than 1 or less than 1.

Write a multiplication equation or division equation for the situation.

The distance from Han’s house to his school is [math]\frac{3}{4}[/math] kilometers. Han walked [math]\frac{1}{2}[/math] kilometers. What fraction of the distance from his house to the school did Han walk?[br][br]Before calculating, decide if each answer is greater than 1 or less than 1.

Write a multiplication equation or division equation for the situation.

Priya’s goal was to collect [math]\frac{1}{2}[/math] kilograms of trash. She collected [math]\frac{3}{4}[/math] kilograms of trash. How many times her goal was the amount of trash she collected?[br][br][br]Before calculating, decide if each answer is greater than 1 or less than 1.

Priya’s goal was to collect [math]\frac{1}{2}[/math] kilograms of trash. She collected [math]\frac{3}{4}[/math] kilograms of trash. How many times her goal was the amount of trash she collected?[br][br][br]Write a multiplication equation or division equation for the situation.

Mai’s class volunteered to clean a park with an area of [math]\frac{1}{2}[/math] square mile. Before they took a lunch break, the class had cleaned [math]\frac{3}{4}[/math] of the park. How many square miles had they cleaned before lunch?[br][br][br]Before calculating, decide if each answer is greater than 1 or less than 1.

Write a multiplication equation or division equation for the situation.

[size=150]Work with a partner to write equations for the following questions. One person works on the questions labeled A1, B1, . . . , E1 and the other person works on those labeled A2, B2, . . . , E2. Afterwards, check your partner’s equations. If you disagree, work to reach an agreement.[br][/size][br][br][table][tr][td]A1) Lin’s bottle holds [math]3\frac{1}{4}[/math] cups of water. She drank 1 cup of water. What fraction of the water in the bottle did she drink?[/td][td]A2) Lin’s bottle holds [math]3\frac{1}{4}[/math] cups of water. She drank [math]1\frac{1}{2}[/math] cups of water. What fraction of the water in the bottle did she drink?[/td][/tr][/table]

[table][tr][td]B1) Plant A is [math]\frac{16}{3}[/math] feet tall. This is [math]\frac{4}{5}[/math] as tall as Plant B. How tall is Plant B?[/td][td]B2) Plant A is [math]\frac{16}{3}[/math] feet tall. Plant C is [math]\frac{4}{5}[/math] as tall as Plant A. How tall is Plant C?[/td][/tr][/table]

[table][tr][td]C1) [math]\frac{8}{9}[/math] kilogram of berries is put into a container that already has [math]\frac{7}{3}[/math] kilogram of berries. How many kilograms are in the container?[/td][td]C2) A container with [math]\frac{8}{9}[/math] kilogram of berries is [math]\frac{2}{3}[/math] full. How many kilograms can the container hold?[/td][/tr][/table]

[table][tr][td]D1) The area of a rectangle is [math]14\frac{1}{2}[/math] sq cm and one side is [math]4\frac{1}{2}[/math] cm. How long is the other side?[/td][td]D2) The side lengths of a rectangle are [math]4\frac{1}{2}[/math] cm and [math]2\frac{2}{5}[/math] cm. What is the area of the rectangle?[/td][/tr][/table]

[table][tr][td]E1) A stack of magazines is [math]4\frac{2}{5}[/math] inches high. The stack needs to fit into a box that is [math]2\frac{1}{8}[/math] inches high. How many inches too high is the stack?[/td][td]E2) A stack of magazines is [math]4\frac{2}{5}[/math] inches high. Each magazine is [math]\frac{2}{5}[/math]-inch thick. How many magazines are in the stack?[/td][/tr][/table]

Check your partner’s equations. If you disagree, work to reach an agreement.[br][br]Your teacher will assign 2 or 3 questions for you to answer. For each question:[br]   a) Estimate the answer before calculating it.[br]   b) Find the answer, and show your reasoning.[br]

[br]Mai, Kiran, and Clare are baking cookies together. They need [math]\frac{3}{4}[/math] cup of flour and [math]\frac{1}{3}[/math] cup of butter to make a batch of cookies. They each brought the ingredients they had at home.[br][br][list][*]Mai brought 2 cups of flour and [math]\frac{1}{4}[/math] cup of butter[/*][*]Kiran brought 1 cup of flour and [math]\frac{1}{2}[/math] cup of butter.[/*][*]Clare brought [math]1\frac{1}{4}[/math] cups of flour and [math]\frac{3}{4}[/math] cup of butter. [br][br][/*][/list]If the students have plenty of the other ingredients they need (sugar, salt, baking soda, etc.), how many whole batches of cookies can they make? Explain your reasoning.