The purpose of this activity is to encourage students to interpret the quantities in situations, represent them mathematically, use their representations to find solutions, and then interpret their solutions in context (MP2). The dividends here are limited to three-digit numbers.

• Invite students to share their responses and reasoning.
• For the first problem, highlight that both 94 and 95 boxes are plausible if they could be defended and the assumptions are made clear. (For example, students might say that the artists could have two leftover hearts rather than trying to sell them in boxes, so 94 boxes are enough.)
• “What equation could we write to describe the relationship between the number of hearts and the number of full boxes?” (One possible equation: .)
• For the last problem, ask: “What equation could we write to describe the relationship between the number of rows and the number of seats?” (One possible equation: .)

The purpose of this activity is for students to continue to solve contextual problems that involve division (MP2). In this activity, the dividends extend to four-digit numbers and the problems demand a greater lift.

In the second half of the activity, students are asked to reason in the opposite direction: given a division expression, they are to invent a situation that can represent and interpret the value of the expression in context.

If time permits, consider asking students to create a visual display of the situation they invent for the second problem, so they can present the situation and their reasoning to the class.

• Students find a partner who chose a different expression and they take turns presenting their work. The person listening should consider whether the response makes sense and check if the quotient is correct.
• If time permits, students share with a different student or partnership.