# Lesson 6 Ten Times as Many

• Let’s represent “10 times as many.”

## Warm-up Choral Count: 12, 15 and 24

• Count by 12 starting at 12.

## Problem 1

Here is a diagram that represents two quantities, A and B.

1. What are some possible values of A and B?

2. Select the equations that could be represented by the diagram.

## Problem 2

For the equations that can’t be represented by the diagram:

1. Explain why the diagram does not represent these equations.

2. How would you change the equations so the diagram could represent them?

## Problem 1

1. Use the diagram to complete the table.

value of A

value of B

## Problem 2

Select some values from your table to explain or show:

1. How you found the value of B when the value of A is known.

2. How you found the value of A when the value of B is known.

## Problem 1

1. If diagram A represents 15, what does diagram B represent? Explain your reasoning.

2. If diagram B represents 100, what does diagram A represent? Explain your reasoning.