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Students interpret scale relationships such as “4 times as many,” “5 times as many,” and chained comparisons among multiple quantities, then compute totals. Scenarios include recycling cans, ice cream cones, gummi candy, school grades by letter scores, and daily soda sales, plus an additional modified set covering shakes, restaurant utensils, and pizza types. Answer keys provide computed results for checking.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multiplication-with-tape-diagram-solve-each-problem-using-a-tape-diagram/481568/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multiplication-with-tape-diagram-solve-each-problem-using-a-tape-diagram/481568.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What skill do these problems practice?","Question",{"text":113,"@type":114},"They practice using multiplication facts in word problems by representing quantities with tape diagrams and calculating combined totals.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do you set up a tape diagram for “times as many” statements?",{"text":118,"@type":114},"Use the given base amount as one section of the tape, then create equal-length sections for the multiplied quantities indicated by the problem (e.g., 4 times as many).",{"name":120,"@type":111,"acceptedAnswer":121},"What topics appear in the worksheet?",{"text":122,"@type":114},"The worksheet includes real-life contexts like recycling cans, waffle cones, gummi candy, grade distributions (A/B/C), and daily soda sales, along with a modified set covering shakes, utensils, and pizza types.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},481568,1790884172,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Multiplication With Tape Diagram  \nName:  \n\n| Solve each problem using a tape diagram.\u003Cbr>1) Stephanie and her friends were collecting cans to recycle. Stephanie collected 50. Her friend Jessica collected 4 times as many and her other friend Sarah collected 5 times as many. How many cans did they collect total?\u003Cbr>Stephanie 50\u003Cbr>Jessica \u003Cbr>Sarah \u003Cbr>| Answers\u003Cbr>1.  \u003Cbr>2.  \u003Cbr>3.   |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| 2) An ice cream shop sold 37 waffle cones. They sold 2 times as many sugar cones as waffle cones and 3 times as many wafer cones as sugar cones. How many cones did they sell total?\u003Cbr>Waffle 37\u003Cbr>Sugar \u003Cbr>Wafer \u003Cbr>| 4.  \u003Cbr>5.   |  |  |  |  |\n| 3) On Halloween Billy scored 22 pieces of gummi candy. He got 3 times as much sugar candy and 6 times as much chocolate candy. How many pieces of candy did he get total?\u003Cbr>Gummi 22\u003Cbr>Sugary \u003Cbr>Chocolate \u003Cbr>|  |  |  |  |  |\n| 4) A school principal was looking over grades. In math 29 students scored a C. 2 times as many students scored a B. And 3 times as many students scored an A as scored a B. How many students scored an A, B or C?\u003Cbr>C 29\u003Cbr>B \u003Cbr>\u003Cbr>|  |  |  |  |  |\n| 5) A movie theater typically sells 41 small sodas a day. They also sell about 9 times as many medium and 6 times as many large sodas. How many sodas do they sell in a day?\u003Cbr>Small 41\u003Cbr>Medium \u003Cbr>Large \u003Cbr>|  |  |  |  |  |\n| 1\u003Cbr>1-5\u003Cbr> 80  |  |  60  |  40  |  20  | 0 |\n\n[www.CommonCoreSheets.com](www.CommonCoreSheets.com)  \nMath  \nMultiplication With Tape Diagram  \nName: Answer Key  \n\n| Solve each problem using a tape diagram.\u003Cbr>1) Stephanie and her friends were collecting cans to recycle. Stephanie collected 50. Her friend Jessica collected 4 times as many and her other friend Sarah collected 5 times as many. How many cans did they collect total?\u003Cbr>Stephanie 50\u003Cbr>Jessica \u003Cbr>Sarah \u003Cbr>|  | Answers\u003Cbr>1.  500  2.  333 \u003Cbr>3.  220  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 2) An ice cream shop sold 37 waffle cones. They sold 2 times as many sugar cones as waffle cones and 3 times as many wafer cones as sugar cones. How many cones did they sell total?\u003Cbr>Waffle 37\u003Cbr>Sugar \u003Cbr>Wafer \u003Cbr>|  | 4.\u003Cbr>5. | 261 |  |  |  |  |\n|  |  |  | 656 |  |  |  |  |\n|  |  |  |  |  |  |  |  |\n| 3) On Halloween Billy scored 22 pieces of gummi candy. He got 3 times as much sugar candy and 6 times as much chocolate candy. How many pieces of candy did he get total?\u003Cbr>Gummi 22\u003Cbr>Sugary \u003Cbr>Chocolate \u003Cbr>|  |  |  |  |  |  |  |\n| 4) A school principal was looking over grades. In math 29 students scored a C. 2 times as many students scored a B. And 3 times as many students scored an A as scored a B. How many students scored an A, B or C?\u003Cbr>C 29\u003Cbr>B \u003Cbr>\u003Cbr>|  |  |  |  |  |  |  |\n| 5) A movie theater typically sells 41 small sodas a day. They also sell about 9 times as many medium and 6 times as many large sodas. How many sodas do they sell in a day?\u003Cbr>Small 41\u003Cbr>Medium \u003Cbr>Large \u003Cbr>|  |  |  |  |  |  |  |\n| 1 | 1-5 |  |  80  |  60  |  40  |  20  | 0 |\n\n[www.CommonCoreSheets.com](www.CommonCoreSheets.com)  \nMath  \nMultiplication With Tape Diagram  \nName:  \n\n| Solve each problem using a tape diagram. | Answers |  |  |  |\n| --- | --- | --- | --- | --- |\n| |  |  |  |  |\n| 1) Stephanie and her friends were collecting cans to recycle. Stephanie collected 50. Her friend Jessica collected 4 times as many and her other friend Sarah collected 5 times as many. How many cans did they collect total?\u003Cbr>Stephanie 50\u003Cbr>Jessica \u003Cbr>Sarah \u003Cbr>2) An ice cream shop sold 37 waffle cones. They sold 2 times as many sugar cones as waffle cones and 3 times as many wafer cones as sugar cones. How many cones did they sell total?\u003Cbr>Waffle 37\u003Cbr>Sugar \u003Cbr>Wafer \u003Cbr>3) On Halloween Billy scored 22 pieces of gummi candy. He got 3 times as much sugar candy and 6 times as much chocolate candy. How many pieces of candy did he get total?\u003Cbr>Gummi 22\u003Cbr>Sugary \u003Cbr>Chocolate \u003Cbr>\u003Cbr>\u003Cbr>| 1.  \u003Cbr>2.  \u003C","cbCaifwni0YVEL5b","https://ap.wps.com/l/cbCaifwni0YVEL5b","pdf",461181,"English","# Solve each problem using a tape diagram\n## Recycling cans with multiplication\n## Ice cream cone totals using comparisons\n## Candy totals with scaled amounts\n## Student grade counts with ratios\n## Soda daily sales with multiple factors","[{\"question\":\"What skill do these problems practice?\",\"answer\":\"They practice using multiplication facts in word problems by representing quantities with tape diagrams and calculating combined totals.\"},{\"question\":\"How do you set up a tape diagram for “times as many” statements?\",\"answer\":\"Use the given base amount as one section of the tape, then create equal-length sections for the multiplied quantities indicated by the problem (e.g., 4 times as many).\"},{\"question\":\"What topics appear in the worksheet?\",\"answer\":\"The worksheet includes real-life contexts like recycling cans, waffle cones, gummi candy, grade distributions (A/B/C), and daily soda sales, along with a modified set covering shakes, utensils, and pizza types.\"}]","Multiplication With Tape Diagram - Solve each problem using a tape diagram | PDF",1790797002,76]