IM: 6.4.2: Meanings of Division (Lesson)

Last updated over 1 year ago

7 Nsɛmmisa

2.1: A Division Expression

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

2.2: Bags of Almonds

A baker has 12 pounds of almonds. She puts them in bags, so that each bag has the same weight.

Clare and Tyler drew diagrams and wrote equations to show how they were thinking about 12 \div 6.

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Pause here for a class discussion.

Are you ready for more?

IM: 6.4.2: Meanings of Division (Lesson)

Last updated over 1 year ago

7 Nsɛmmisa

2.1: A Division Expression

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

2.2: Bags of Almonds

A baker has 12 pounds of almonds. She puts them in bags, so that each bag has the same weight.

Clare and Tyler drew diagrams and wrote equations to show how they were thinking about 12 \div 6.

null

How do you think Clare and Tyler thought about 12 \div 6? Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

Pause here for a class discussion.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.
a. 12 \div 4
b. 12 \div 2
c. 12 \div 1/2

Are you ready for more?

A loaf of bread is cut into slices.

IM: 6.4.2: Meanings of Division (Lesson)

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

IM: 6.4.2: Meanings of Division (Lesson)

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

How do you think Clare and Tyler thought about 12 \div 6? Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.
a. 12 \div 4
b. 12 \div 2
c. 12 \div 1/2

If each slice is 1/2 of a loaf, how many slices are there?

If each slice is 1/5 of a loaf, how many slices are there?

What happens to the number of slices as each slice gets smaller?

What would dividing by 0 mean in this situation about slicing bread?

How do you think Clare and Tyler thought about 12 \div 6? Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.
a. 12 \div 4
b. 12 \div 2
c. 12 \div 1/2

If each slice is 1/2 of a loaf, how many slices are there?

If each slice is 1/5 of a loaf, how many slices are there?

What happens to the number of slices as each slice gets smaller?

What would dividing by 0 mean in this situation about slicing bread?

IM: 6.4.2: Meanings of Division (Lesson)

Here is an expression: 20 \div 4.What are some ways to think about this expression? Describe at least two meanings you think it could have.

IM: 6.4.2: Meanings of Division (Lesson)

Here is an expression: 20 \div 4.What are some ways to think about this expression? Describe at least two meanings you think it could have.

How do you think Clare and Tyler thought about 12 \div 6? Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.a. 12 \div 4b. 12 \div 2c. 12 \div 1/2

If each slice is 1/2 of a loaf, how many slices are there?

If each slice is 1/5 of a loaf, how many slices are there?

What happens to the number of slices as each slice gets smaller?

What would dividing by 0 mean in this situation about slicing bread?

How do you think Clare and Tyler thought about 12 \div 6? Explain what each diagram and the parts of each equation could mean about the situation with the bags of almonds. Make sure to include the meaning of the missing number.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.a. 12 \div 4b. 12 \div 2c. 12 \div 1/2

If each slice is 1/2 of a loaf, how many slices are there?

If each slice is 1/5 of a loaf, how many slices are there?

What happens to the number of slices as each slice gets smaller?

What would dividing by 0 mean in this situation about slicing bread?

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

Here is an expression: 20 \div 4.
What are some ways to think about this expression? Describe at least two meanings you think it could have.

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.
a. 12 \div 4
b. 12 \div 2
c. 12 \div 1/2

Explain what each division expression could mean about the situation with the bags of almonds. Then draw a diagram and write a multiplication equation to show how you are thinking about the expression.
a. 12 \div 4
b. 12 \div 2
c. 12 \div 1/2