Here are four situations that involve and .

• Before calculating, estimate if each answer is greater than 1 or less than 1.
• Write a multiplication equation or division equation for the situation.
• Answer the question. Show your reasoning. Draw a tape diagram, if needed.

1. There was liter of water in Andre’s water bottle. Andre drank of the water. How many liters of water did he drink?

2. The distance from Han’s house to his school is kilometer. Han walked kilometer. What fraction of the distance from his house to the school did Han walk?
3. Priya’s goal was to collect kilogram of cans to recycle. She collected kilogram of cans. How many times her goal was the amount of cans she collected?

4. Mai’s class volunteered to clean a park with an area of square mile. Before they took a lunch break, the class had cleaned of the park. How many square miles had they cleaned before lunch?

Here are two sets of problems.

1. Take turns with your partner to write equations to represent the situations.

   • For each equation that you write, explain to your partner how you know it describes the situation correctly.
   • For each equation that your partner writes, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.

2. Your teacher will assign 2 or 3 questions for you to answer. For each question:

   • Estimate the answer before calculating it.
   • Find the answer, and show your reasoning.

Mai, Kiran, and Clare are making dough ornaments together. To make one batch of the dough, they need cup of flour and cup of salt. They each brought the ingredients they had at home.

• Mai brought 2 cups of flour and cup of salt.

• Kiran brought 1 cup of flour and cup of salt.

• Clare brought cups of flour and cup of salt.

If the students have plenty of the other ingredients in the recipe, how many whole batches of ornaments can they make? Explain your reasoning.