Grade 6 Mathematics · Pre-UnitStandard MPP.3

Lesson 1.61.6 Small Group · Group 2

Group 2 · Set BSecond challenge form · new problems, same idea

Mastery check☐ Exceeds☐ Meets target☐ Needs practice
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Learning target I can describe my problem-solving process, name strategies for getting unstuck, and identify the behaviors that make our class a community of math thinkers, explain how I can tell, and judge a case I have not seen before.

Remember1.6 Small Group · Group 2

Make sense of “times as many,” draw equal groups, and then multiply to go forward or divide to work backward. A problem-solving plan can also work backward. Undo each step to find what you do not know.

Words: representation (representación)strategy (estrategia)critique (criticar constructivamente)community agreement (acuerdo comunitario)

  1. 1Complete each step, then write the final answer.

    Rack B has 5 times as many wheels as Rack A. Rack B has 70 wheels. Every bike has 2 wheels. How many bikes are on Rack A?

    Show your work
    Final answer:
  2. 2Complete each step, then write the final answer.

    Rack B has 3 times as many wheels as Rack A. Rack B has 48 wheels. Every bike has 2 wheels. How many bikes are on Rack A?

    Show your work
    Final answer:
  3. 3Complete each step, then write the final answer.

    A tree is 5 times as tall as a fence. The tree is 30 feet tall. How tall is the fence?

    Show your work
    Final answer:
  4. 4Complete each step, then write the final answer.

    Rack C has 2 times as many wheels as Rack B. Rack B has 3 times as many wheels as Rack A. Rack C has 120 wheels. Each bike has 2 wheels. How many bikes are on Rack A?

    Show your work
    Final answer:

Explain your thinkingHow do you decide to multiply or divide in a “times as many” problem? Use Eli's problem.

How did it go? ☐ 4 · I can teach it☐ 3 · I've got it☐ 2 · I need a hint☐ 1 · I need help