![]() See the image attribution section for more information. Instead, we see how a strip diagram could be drawn to represent the problem. Openly licensed images remain under the terms of their respective licenses. This site includes public domain images or openly licensed images that are copyrighted by their respective owners. If Emily wants to make bracelets that contain 9 beads, how many bracelets can Emily make Choose the strip diagram that represents this word. 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 consent of Illustrative Mathematics. Spanish translation of the "B" assessments are copyright 2020 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). to tape diagrams to model the commutative property of multiplication Key. The second set of English assessments (marked as set "B") are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). Topic: Properties of Multiplication and Division and Solving Problems with. Īdaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).Īdaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). ![]() OUR's 6–8 Math Curriculum is available at. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity Feedback Click here to submit feedback. IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is copyright 2017-2019 by Open Up Resources. Privacy Policy | Accessibility Information Draw a picture and a tape diagram to represent multiplication of a. Instead of drawing and reasoning with diagrams, which could be time consuming, we can follow the same series of steps to find quotients. In Lessons 6 through 9, students learn to multiply a fraction by a whole number. ![]() Use either an array or a strip diagram to show how you could determine the. How might these observations help us find this quotient?” (We can multiply 5 by 25 and then divide by 7, instead of drawing a diagram and breaking each 1 into 25 parts, and so on.)Įmphasize that recognizing the patterns in how we reason about division of simpler fractions can help us divide other fractions more efficiently. Students must be able to recognize multiplication and division in real world. Select previously identified students to share their responses to the questions \(6 \div \frac \).
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