Navigation

K-5 Grade 5 Unit 2 Lesson 6

Gradeband

•K-5 Math 6-8 Math 9-12 Math

Course

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 •Grade 5

Unit

Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 •Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17

K-5
6-8
9-12

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17

Lesson | Loading...

Sign in to access protected content and invite other educators

Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.

Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

Professional Learning

Illustrative Mathematics® has operated as an independent 501(c)3 non-profit organization since 2013.

©2024 Illustrative Mathematics®. Licensed under CC BY-NC 4.0.

The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written permission of Illustrative Mathematics.

This site includes public domain images or openly licensed images that are copyrighted by their respective owners. Openly licensed images remain under the terms of their respective licenses. See the image attribution section for more information.

Settings

Audience

Not all roles available for this page.

Assessment Access

Sign in to view assessments and invite other educators

Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.

teacher
student
family

Lesson 6

Warm-up Activity 1 Activity 2

Unit 2, Lesson 6

Relate Division and Multiplication

Grade 5

Warm-up

Find the value of each expression mentally.

Activity 1

Lin and Han run a 3-mile relay race as a team. They each run the same distance. Draw a diagram to represent the situation.
Take turns describing to your partner how your diagrams represent the situation.
How far does each person run?

Activity 2

3 diagrams of equal length. 2 equal parts. 1 part shaded. Total length, 1. — Diagram A

Diagram B

Choose 1 diagram that you think best represents each expression. Describe how your chosen diagram represents that expression. Explain your reasoning.

Standards Alignment

Building On

4.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

View Full Standard

Addressing

Building Toward

5.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

View Full Standard

Standards Alignment

Building On

Addressing

5.NF.3

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

View Full Standard

Building Toward

5.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

View Full Standard

Standards Alignment

Building On

Addressing

5.NF.3

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

View Full Standard

5.OA.2

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

View Full Standard

Building Toward

5.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

View Full Standard