Lesson 2

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

1. If the 5 represents the number of people, what does the 4 represent?
2. If the 5 represents the pounds of strawberries per person, what does the 4 represent?

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

What could \(180 \div 15\) mean in this situation? Describe two different possible meanings of this expression. Then, find the quotient and explain what it means in each case.

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

1. 2.5 gallons of water are poured into 5 equally sized bottles. How much water is in each bottle?
2. A large bucket of 200 golf balls is divided into 4 smaller buckets. How many golf balls are in each small bucket?

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

Consider the problem: Mai has $36 to spend on movie tickets. Each movie ticket costs $4.50. How many tickets can she buy?

1. Write a multiplication equation and a division equation to represent this situation.
2. Find the answer. Draw a diagram, if needed.
3. Use the multiplication equation to check your answer.

Kiran said that this diagram can show the solution to \(16\div 8 = {?}\) or \(16 \div 2={?}\), depending on how we think about the equations and the “?”.

Explain or show how Kiran is correct.

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

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."

Do you agree with either of them? Explain your reasoning.