Here is an equation: \(x + 4 = 17\)

1. Draw a tape diagram to represent the equation.
2. Which part of the diagram shows the quantity \(x\)? What about 4? What about 17?
3. How does the diagram show that \(x+4\) has the same value as 17?

Diego is trying to represent the equation \(5 \boldcdot x = 35\). He draws this diagram but is not certain how to proceed.

Complete the tape diagram so it represents the equation \(5 \boldcdot x = 35\).

Match each equation to one of the two tape diagrams.

1. \(x + 3 = 9\)

2. \(3 \boldcdot x = 9\)

3. \(9=3 \boldcdot x\)

4. \(3+x=9\)

5. \(x = 9 - 3\)

6. \(x = 9 \div 3\)

7. \(x + x+ x = 9\)

For each equation, draw a tape diagram that represents the same relationship. Then explain what the letter \(x\) represents in each relationship.

1. \(x+9=16\)
2. \(4 \boldcdot x = 28\)

A shopper paid \$2.52 for 4.5 pounds of dry cat food, \$7.75 for 2.5 pounds of wet cat food, and \$2.45 for 2.5 pounds of kitty litter. What is the unit price of each item she bought? Show your reasoning.

A water bottle contains 16.9 fluid ounces. Andre drinks 80% of the bottle. How many fluid ounces does Andre drink? Show your reasoning.

The daily recommended allowance of calcium for a sixth grader is 1,200 mg. One cup of milk has 25% of the recommended daily allowance of calcium. How many milligrams of calcium are in 1 cup of milk? If you get stuck, consider using the double number line diagram.

A double number line with 2 tick marks at either end of the line. The top number line is labeled “calcium in milligrams” and the tick marks are labeled 0 and 1200. The bottom number line is not labeled and the tick marks are labeled 0 and 100 percent.