Interpret division problems as the number of items in each group or the number of groups of a given number of items. Write corresponding multiplication and division problems.
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This lesson is approaching 6.NS.1. It reaches back to concepts students learned in earlier grades around multiplication and division in order for students to be able to extend on these concepts in following lessons in the unit.
This lesson reviews concepts from 6th grade; Anchor Problems can be chosen based on what specific concept and/or skill review students need. Find more guidance on adapting our math curriculum for remote learning here.
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Luzmarie has 20 cards that she sorts into equal piles. To represent what she does, she writes the division problem $${20÷5=4}$$.
For each problem, write a division and a multiplication problem to represent the situation. Then solve the problem and explain what it means.
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The following resources include problems and activities aligned to the objective of the lesson that can be used to create your own problem set.
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Seventy-two students in the sixth-grade class are going on a field trip to the aquarium. The math teacher writes this division problem to represent how the students will be grouped for the field trip: $${72÷6= ?}$$
Abe says, “This means that there are 6 students in each group.”
Sam says, “This means there are 6 groups of students.”
Who is correct? Explain your reasoning and draw a diagram to support your answer.
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