![]() ![]() OUR's 6–8 Math Curriculum is available at. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is copyright 2017-2019 by Open Up Resources. Notice that in the first example, the number of groups is greater than 1 (5 people) and in the second, the number of groups is less than 1 ( \(\frac 23\) of a pitcher), but the division and multiplication equations for both situations have the same structures. We can represent this situation with a multiplication equation and a division equation: \(\displaystyle \frac 23 \boldcdot = 5\). 2 parts shaded and labeled “5 cups” and “the fraction 2 over 3 pitcher.” Total labeled “unknown quantity cups” and “1 pitcher.” If \(\frac13\) of the section is \(\frac34\) mile long, how long is the section?ĭescription: A fraction bar diagram. If \(1\frac12\) sections are \(\frac34\) mile long, how long is each section?Ī school has adopted a section of highway to keep clean. Lin’s class has also adopted some sections of highway to keep clean. The combined length is \(\frac34\) of a mile. Priya’s class has adopted two equal sections of a highway to keep clean. Here are tape diagrams that represent situations about cleaning sections of highway. It takes 15 cups of water to fill \(\frac13\) pail. Kiran poured a total of 15 cups of water into equal-sized pitchers and filled \(1\frac12\) pitchers. Tyler poured a total of 15 cups of water into 2 equal-sized bottles and filled each bottle. Then, write a multiplication equation and a division equation to represent the situation. Match each situation to a diagram and use the diagram to help you answer the question. ![]() Total labeled the unknown quantity and 1 container. 1 part labeled unknown quantity and 1 container. One and the fraction 1 over 2 parts labeled 15 cups. 1 and the fraction 1 over 2 parts shaded. ![]() Afterward, give them another 4–5 minutes of quiet think time to complete the remaining questions and, if possible, time to discuss their responses in groups.ĭescription: 3 fraction bar diagrams. Tell students to compare their responses and discuss any questions or discrepancies until they reach an agreement. Give students 3–4 minutes of quiet think time for the first set of questions (about water in containers) and ask them to pause for a brief group discussion before continuing on to the second set (about highways). One and the fraction 1 over 2 parts labeled the fraction 3 over 4 mile. 1 part labeled unknown quantity and 1 section. One and the fraction 1 over 2 parts shaded. Total labeled unknown quantity and 1 section. 1 part labeled the fraction 3 over 4 mile. Total labeled the fraction 3 over 4 mile. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |