Q1.Marcy is baking brownies.Her recipe calls for 1/3 cups cocoa for each batch of brownies.Once she gets started, Marcy realized that she only has 1/2 cup of cocoa. If Marcy uses all of the cocoa.How much batches of brownies can she bake?
Q2.Sam uses 1/2 of his monthly income to pay his bills and 1/10 for his saving and if his salary is 3000 DHs .how much did he put in his savings?
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1)One thermos of hot chocolate uses 23 cup of cocoa powder. How many thermoses can Nelli make with 3 cups of cocoa powder?
Solve the problem by drawing a picture.
Explain how you can see the answer to the problem in your picture.
Which of the following multiplication or divisions equations represents this situation? Explain your reasoning.
3×23=?3÷23=?23÷3=?
Solve the arithmetic problem you chose in part (c) and verify that you get the same answer as you did with your picture.
IM Commentary
This is the first of two fraction division tasks that use similar contexts to highlight the difference between the “Number of Groups Unknown” a.k.a. “How many groups?” when the quotient is a fraction (or mixed number) greater than 1 (Variation 1) and when the quotient is a fraction that is less than 1 (Variation 2). Even when students understand this type of division context when they involve whole numbers, the transition to division problems involving fractions is not easy. In order to successfully make this transition, students must have a solid understanding of multiplication and division with whole numbers and multiplication with fractions.
These two tasks are meant as instructional tasks, with the idea that students who can solve these problems with diagrams may or may not see the connection to division. Thus, the tasks ask students to make this connection explicit.
There are significant language issues when moving from whole number to fraction division when the quotient is less than 1. In that case, it might help to point out that “Number of Groups Unknown” is better characterized as “Fraction of a Group Unknown” a.k.a. “What fraction of a group?” and the alternate of “Group Size Unknown” would be worded “How much in each group?”
Solution
Below is a picture that can be used to solve the problem.
The picture shows three rectangles that each represent 1 cup of cocoa powder. Each cup is divided into thirds. Since one thermos requires 23 cup, 2 thirds are shaded to show a single thermos of cocoa. There are four whole groups of 23 cups of cocoa and 12 of a group of 23 cups of cocoa shown in the picture
Nelli can make 412 thermoses of cocoa.
We have divided the 3 cups of cocoa powder into groups of size 23, so we are finding out how many groups of 23 there are in 3. So the correct equation is:
3÷23=?
Solve the arithmetic problem you chose in part (c) and verify that you get the same answer as you did with your picture.
3÷23=31×32=92=412
Solve the problem by drawing a picture.
Explain how you can see the answer to the problem in your picture.
Which of the following multiplication or divisions equations represents this situation? Explain your reasoning.
3×23=?3÷23=?23÷3=?
Solve the arithmetic problem you chose in part (c) and verify that you get the same answer as you did with your picture.
IM Commentary
This is the first of two fraction division tasks that use similar contexts to highlight the difference between the “Number of Groups Unknown” a.k.a. “How many groups?” when the quotient is a fraction (or mixed number) greater than 1 (Variation 1) and when the quotient is a fraction that is less than 1 (Variation 2). Even when students understand this type of division context when they involve whole numbers, the transition to division problems involving fractions is not easy. In order to successfully make this transition, students must have a solid understanding of multiplication and division with whole numbers and multiplication with fractions.
These two tasks are meant as instructional tasks, with the idea that students who can solve these problems with diagrams may or may not see the connection to division. Thus, the tasks ask students to make this connection explicit.
There are significant language issues when moving from whole number to fraction division when the quotient is less than 1. In that case, it might help to point out that “Number of Groups Unknown” is better characterized as “Fraction of a Group Unknown” a.k.a. “What fraction of a group?” and the alternate of “Group Size Unknown” would be worded “How much in each group?”
Solution
Below is a picture that can be used to solve the problem.
The picture shows three rectangles that each represent 1 cup of cocoa powder. Each cup is divided into thirds. Since one thermos requires 23 cup, 2 thirds are shaded to show a single thermos of cocoa. There are four whole groups of 23 cups of cocoa and 12 of a group of 23 cups of cocoa shown in the picture
Nelli can make 412 thermoses of cocoa.
We have divided the 3 cups of cocoa powder into groups of size 23, so we are finding out how many groups of 23 there are in 3. So the correct equation is:
3÷23=?
Solve the arithmetic problem you chose in part (c) and verify that you get the same answer as you did with your picture.
3÷23=31×32=92=412
aishali07:
IHATE
MATHS
AND THE TEACHER
AND WHO CREATED IT
and ya I think that’s ALLLL you need to no
XD
xd
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