Unit 4 Lesson 1 Review

Unit 4 Lesson 1 Review

by Ginger Pate

​We can estimate the size of the quotient by reasoning about the relative sizes of the divisor and dividend.

​Which answer is greater than 1?

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​Which answer is smaller than 1?

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​WHY????

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$100\ \div\ \frac{1}{1000}$$  

• smaller than 1

• close to 1

• much greater than 1

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$50\ \frac{1}{3}\div\ 50\ \frac{1}{4}$$  

• smaller than 1

• close to 1

• much greater than 1

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$4.7\ \div\ 5.2$$  

• smaller than 1

• close to 1

• much greater than 1

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$2\ \div\ 7355$$  

• smaller than 1

• close to 1

• greater than 1

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$2,000,001\ \div\ 9$$  

• smaller than 1

• close to 1

• much greater than 1

Multiple Choice

Without computing, decide whether the value of the expression is smaller than 1, close to 1, or much greater than 1.

$$0.002\ \div\ 2,000$$  

• smaller than 1

• close to 1

• much greater than 1

Multiple Choice

The value of ________ $$\div$$   40.01 is close to 1.

• 40

• 4

• 4000

Multiple Choice

The value of ________ $$\div$$   40.01 is much less than 1.

• 40

• 4

• 4000

Multiple Choice

The value of ______ $$\div$$   40.01 is much greater than 1.

• 4

• 40

• 4000

Multiple Choice

Which number goes under the HOUSE in this division problem?

$$50\ \div\ 5$$  

• 50

• 5

Multiple Choice

Which number goes inside the house in the division problem?

$$40.002\ \div\ 62.003$$  

• 40.002

• 62.003

Multiple Choice

Which number goes inside the house in the division problem?

What is the answer you get when fourteen is divided by two?

• 14

• 2

Multiple Choice

Which of the following would require the least amount of objects to stack up to a 1 foot mark on the wall?

pennies, books, dollar bills, or slices of bread

• pennies

• books

• dollar bills

• slices of bread

Multiple Choice

$$1\ \div\ 835$$  

is the answer...

• smaller than 1

• close to 1

• greater than 1

​Today we are going to look at how multiplication and division are related.

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​1. Division means separating a number or quantity into equal groups and finding out out HOW MANY GROUPS CAN BE MADE.

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Below, the number 20 is separated into four equal groups of 5's. ​

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​2. Division means separating a number or quantity into equal groups, and finding how much is in each group.

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In the picture, the number 20 is divided into 4 equal groups to find out that there are 5 equal parts in each group.

Open Ended

A baker has 12 pounds of almonds. She puts them in bags so that each bag has the same weight. In terms of pounds and bags of almonds, what could $$12\ \div\ 6$$  mean?

​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.

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Open Ended

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

Open Ended

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

Open Ended

How can we interpret $$20\ \div\ 8$$  ? (THINK: How could I describe this to someone new to learning division?

Draw

Suppose we interpret the previous problem ( $$20\ \div\ 8$$  ) as how many groups of 8 are in 20? How might we draw a diagram to show this?

Draw

If we think of it as "how much is in each group if there are 20 in 8 groups?" how would the diagram be different?

Open Ended

During a field trip, 60 students are put into equal-sized groups. What are two ways to interpret $$60\ \div\ 5$$  in this context?

Multiple Choice

What is the quotient for the following problem: $$60\ \div\ 5$$  ?

• 10

• 12

• 14

• 16

Open Ended

What would the quotient mean in each of the two interpretations you described? (Example: There are 12 students in each of the 5 groups OR ..... what?)

Multiple Select

Consider the division expression $$7\ \frac{1}{2}\ \div\ 2$$  . Select all multiplication equations that correspond to this division expression.

• $$2\ \times\ ?\ =\ 7\ \frac{1}{2}$$  

• $$7\ \frac{1}{2}\ \times\ ?\ =\ 2$$  

• $$2\ \ \ x\ \ \ 7\ \frac{1}{2}\ =\ ?$$  

• $$?\ \ x\ \ 7\ \frac{1}{2}\ =\ 2$$  

• $$?\ \ x\ \ 2\ \ =\ \ 7\ \frac{1}{2}$$  

Open Ended

Twenty pounds of strawberries are being shared equally by a group of friends. The equation $$20\ \div\ 5\ =\ 4$$   represents the division of strawberries. If the 5 represents the number of people, what does the 4 represent?

Open Ended

A sixth-grade club needs $180 to pay for the tickets to a science museum. All tickets cost the same amount. All tickets cost the same amount. What could $$180\ \div\ 15$$   mean in this situation?