# Lesson 9How Much in Each Group? (Part 2)

Let’s practice dividing fractions in different situations.

### Learning Targets:

• I can find the amount in one group in different real-world situations.

## 9.1Number Talk: Greater Than 1 or Less Than 1?

Decide whether each of the following is greater than 1 or less than 1.

## 9.2Two Water Containers

1. After looking at these pictures, Lin says, “I see the fraction .” Jada says, “I see the fraction .” What quantities are Lin and Jada referring to?
2. How many liters of water fit in the water dispenser?

Write a multiplication equation and a division equation for the question, then find the answer. Draw a diagram, if needed. Check your answer using the multiplication equation.

## 9.3Amount in One Group

Write a multiplication equation and a division equation and draw a diagram to represent each situation and question. Then find the answer. Explain your reasoning.

1. Jada bought yards of fabric for $21. How much did each yard cost? 2. kilogram of baking soda costs$2. How much does 1 kilogram of baking soda cost?
3. Diego can fill bottles with 3 liters of water. How many liters of water fill 1 bottle?
4. gallons of water fill of a bucket. How many gallons of water fill the entire bucket?

### Are you ready for more?

The largest sandwich ever made weighed 5,440 pounds. If everyone on Earth shares the sandwich equally, how much would you get? What fraction of a regular sandwich does this represent?

## 9.4Inventing a Situation

1. Think of a situation that involves a question that can be represented by Write a description of that situation and the question.

• Review each other’s description and discuss whether each invented question is an appropriate match for the equation.
• Revise your description or question based on feedback from your partner.
3. Find the answer to your question. Explain or show your reasoning. If you get stuck, draw a diagram.

## Lesson 9 Summary

Sometimes we have to think carefully about how to solve a problem that involves multiplication and division. Diagrams and equations can help us.

Let’s take this example:  of a pound of rice fills of a container.

There are two whole amounts to keep track of: 1 whole pound, and 1 whole container. The equations we write and the diagram we draw depend on what question we are trying to answer. Here are two questions that could be asked:

• How many pounds fill 1 container?
• What fraction of a container does 1 pound fill?

We can represent and answer the first question (how many pounds fill a whole container) with:

If of a container is filled with pound, then of a container is filled with half of , or , pound. One whole container then has  (or ) pounds.

We can represent and answer the second question (what fraction of the container 1 pound fills) with:

If pound fills of a container, then pound fills a third of , or , of a container. One whole pound then fills  (or ) of a container.

## Lesson 9 Practice Problems

1. A group of friends is sharing pounds of berries.

1. If each friend received of a pound of berries, how many friends are sharing the berries?
2. If 5 friends are sharing the berries, how many pounds of berries does each friend receive?
2. kilogram of soil fills of a container. Can 1 kilogram of soil fit in the container? Explain or show your reasoning.

3. After raining for of an hour, a rain gauge is filled. If it continues to rain at that rate for 15 more minutes, what fraction of the rain gauge will be filled?

1. To help answer this question, Diego wrote the division equation . Explain why this equation does not represent the situation.
2. Write a multiplication equation and a division equation that does represent the situation.
4. 3 tickets to the museum cost \$12.75. At this rate, what is the cost of:

1. 1 ticket?
1. 5 tickets?
5. Elena went 60 meters in 15 seconds. Noah went 50 meters in 10 seconds. Elena and Noah both moved at a constant speed.

1. How far did Elena go in 1 second?
2. How far did Noah go in 1 second?
3. Who went faster? Explain or show your reasoning.

6. The first row in the table shows a recipe for 1 batch of trail mix. Complete the remaining rows with recipes for 2, 3, and 4 batches of the same type of trail mix.

number of batches cups of cereal cups of almonds cups of raisins
1 2
2
3
4