1. Splash Screen Chapter 5 Multiplication and Division Facts Click the mouse or press the space bar to continue. Chapter 5 Multiplication and Division Facts Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 5-1Lesson 5-1Relate Multiplication and Division Lesson 5-2Lesson 5-2Algebra: Multiplication and Division Properties Lesson 5-3Lesson 5-3Multiply and Divide Facts Through 5 Lesson 5-4Lesson 5-4Problem-Solving Skill: Choose an Operation Lesson 5-5Lesson 5-5Multiply and Divide Facts Through 10 Lesson 5-6Lesson 5-6Multiply with 11 and 12 Lesson 5-7Lesson 5-7Problem-Solving Investigation: Choose a Strategy Lesson 5-8Lesson 5-8Multiply Three Numbers Lesson 5-9Lesson 5-9Factors and Multiples Lesson 5-10Lesson 5-10Prime and Composite Numbers 5 5 Multiplication and Division Facts

3. Lesson 1 Menu Five-Minute Check (over Chapter 4) Main Idea and Vocabulary California Standards Example 1: Write a Fact Family Example 2: Write a Fact Family Example 3: Use Related Facts 5-1 Relate Multiplication and Division Meaning of Multiplication and Division

4. Lesson 1 MI/Vocab 5-1 Relate Multiplication and Division I will understand how multiplication and division are related. fact family

5. Lesson 1 Standard 1 5-1 Relate Multiplication and Division Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

6. Lesson 1 Standard 2 5-1 Relate Multiplication and Division Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

7. There are 3 rows, 6 columns, and a total of 18 objects. Lesson 1 Ex1 Write a fact family for the array. 5-1 Relate Multiplication and Division 3 × 6 = 186 × 3 = 18 18 ÷ 3 = 618 ÷ 6 = 3 Answer:

8. Lesson 1 CYP1 5-1 Relate Multiplication and Division A.3 × 6 = 15; 6 × 3 = 15; 15 ÷ 3 = 6; 15 ÷ 6 = 3 B.3 × 5 = 15; 5 × 3 = 15; 15 ÷ 3 = 5; 15 ÷ 5 = 3 C.4 × 5 = 15; 5 × 4 = 15; 15 ÷ 4 = 5; 15 ÷ 5 = 4 D.3 × 5 = 20; 5 × 3 = 20; 20 ÷ 3 = 5; 20 ÷ 5 = 3 Write a fact family for the array.

9. Lesson 1 Ex2 Write the fact family for the numbers 5, 7, and 35. Do the same thing you would if there was an array of 5 rows, 7 columns, and a total of 35 pieces. 5-1 Relate Multiplication and Division 5 × 7 = 357 × 5 = 35 35 ÷ 5 = 735 ÷ 7 = 5 Answer:

10. Lesson 1 CYP2 5-1 Relate Multiplication and Division A.3 × 8 = 21; 8 × 3 = 21; 21 ÷ 3 = 8; 21 ÷ 8 = 3 B.3 × 7 = 22; 7 × 3 = 22; 22 ÷ 3 = 7; 22 ÷ 7 = 3 C.3 × 7 = 21; 7 × 3 = 21; 21 ÷ 3 = 7; 21 ÷ 7 = 3 D.3 ÷ 7 = 21; 7 ÷ 3 = 21; 21 × 3 = 7; 21 × 7 = 3 Write the fact family for the numbers 3, 7, and 21.

11. Lesson 1 Ex3 Jorge has 42 pictures he wants to place in an album. If six pictures fit on each page, how many pages will he fill? Find 42 ÷ 6. You can use a related multiplication fact to help you divide. 5-1 Relate Multiplication and Division

12. Lesson 1 Ex3 Answer: So, Jorge will fill 7 pages. 5-1 Relate Multiplication and Division 42 ÷ 6 = 7 42 ÷ 6 =

13. Lesson 1 CYP3 5-1 Relate Multiplication and Division Lisa has 24 markers. She wants to split them equally among her and her two friends. How many markers will each get? A.5 markers B.6 markers C.7 markers D.8 markers

14. End of Lesson 1

15. Lesson 2 Menu Five-Minute Check (over Lesson 5-1) Main Idea and Vocabulary California Standards Key Concepts: Multiplication Properties Key Concepts: Division Facts Example 1: Identify Properties Example 2: Use Properties Example 3: Use a Division Rule 5-2 Algebra: Multiplication and Division Properties

16. Lesson 2 MI/Vocab 5-2 Algebra: Multiplication and Division Properties I will use multiplication and division properties.

17. Lesson 2 MI/Vocab 5-2 Algebra: Multiplication and Division Properties Commutative Property of Multiplication Associative Property of Multiplication Identity Property of Multiplication Zero Property of Multiplication

18. Lesson 2 Standard 5-2 Algebra: Multiplication and Division Properties Standard 4AF1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences.

19. Lesson 2 Key Concept 1 5-2 Algebra: Multiplication and Division Properties

20. Lesson 2 Key Concept 2 5-2 Algebra: Multiplication and Division Properties

21. Lesson 2 Ex1 Identify the property shown by 9 × 0 = 0. 5-2 Algebra: Multiplication and Division Properties A number is multiplied by 0, and the product is 0. Answer: This is the Zero Property of Multiplication.

22. Lesson 2 CYP1 5-2 Algebra: Multiplication and Division Properties A.Commutative Property of Multiplication B.Associative Property of Multiplication C.Identity Property of Multiplication D.Zero Property of Multiplication Identify the property shown by 2 × 4 = 8 and 4 × 2 = 8.

23. Lesson 2 Ex2 Answer: 2; Associative Property of Multiplication Complete (5 × 6) × 2 = 5 × ( 6 × ). Identify the property used. 5-2 Algebra: Multiplication and Division Properties (5 × 6) × 2 = 5 × ( 6 × ) A 2 completes the number sentence. The way in which the factors are grouped does not change the product. This is the Associative Property of Multiplication.

24. Lesson 2 CYP2 5-2 Algebra: Multiplication and Division Properties A.7; Associative Property of Addition B.9; Associative Property of Multiplication C.4; Associative Property of Multplication D.9; Commutative Property of Multiplication Complete (7 × 4) × 9 = 7 × ( 4 × ). Identify the property used.

25. Lesson 2 Ex3 Rafi went to the park with his brother and his sister. Together they had three kites. How many kites did each person have? 3 ÷ 3 = 1 5-2 Algebra: Multiplication and Division Properties Answer: So, each person will get 1 kite. According to the rule, a non-zero number divided by the same number is 1.

26. Lesson 2 CYP3 5-2 Algebra: Multiplication and Division Properties Trevor and 4 of his friends are celebrating his birthday at his house. His mom made 5 sandwiches for all of them to eat. How many sandwiches will each person get? A.5 sandwiches B.3 sandwiches D.1 sandwich C.1 sandwiches

27. End of Lesson 2

28. Lesson 3 Menu Five-Minute Check (over Lesson 5-2) Main Idea California Standards Example 1: Multiply Example 2: Divide 5-3 Multiply and Divide Facts Through 5

29. Lesson 3 MI/Vocab 5-3 Multiply and Divide Facts Through 5 I will recognize multiplication and division facts 0 through 5.

30. Lesson 3 Standard 1 5-3 Multiply and Divide Facts Through 5 Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand relationships among the operations.

31. Lesson 3 Standard 2 5-3 Multiply and Divide Facts Through 5 Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

32. Lesson 3 Ex1 At the indoor track, eight laps equal one mile. If Tanya runs 3 miles, how many laps did she run? 5-3 Multiply and Divide Facts Through 5 You need to find 8 × 3.

33. Lesson 3 Ex1 5-3 Multiply and Divide Facts Through 5 One Way: Skip Count Start at 0. Count by 8s. So, 8 × 3 = 24.

34. Lesson 3 Ex1 5-3 Multiply and Divide Facts Through 5 Another Way: Area Model Count the squares. There is a total of 24 squares. 8 × 3 = 24 Answer: Tanya ran 24 laps.

35. Lesson 3 CYP1 5-3 Multiply and Divide Facts Through 5 A classroom has 4 sets of crayon boxes. There are 5 crayons in each set. How many crayons are there total? A.10 crayons B.15 crayons C.20 crayons D.25 crayons

36. Lesson 3 Ex2 5-3 Multiply and Divide Facts Through 5 Ernesto’s family used two rolls of film each week of their vacation. If they used a pack of six rolls of film, how long was their vacation? You need to find 6 ÷ 2.

37. Lesson 3 Ex2 5-3 Multiply and Divide Facts Through 5 One Way: Repeated Subtraction Start at 6. Count back by 2s until you reach 0. Count the number of times you subtracted. 6 ÷ 2 = 3

38. Lesson 3 Ex2 5-3 Multiply and Divide Facts Through 5 Another Way: Related Facts 6 ÷ 2 = 3 6 ÷ 2 = Answer: So, Ernesto’s family vacation was 3 weeks long.

39. Lesson 3 CYP2 5-3 Multiply and Divide Facts Through 5 There are 3 calculators in a classroom of 15 students. How many students per calculator are there? A.5 students B.4 students C.3 students D.2 students

40. End of Lesson 3

41. Lesson 4 Menu Five-Minute Check (over Lesson 5-3) Main Idea California Standards Example 1: Problem-Solving Skill 5-4 Problem-Solving Skill: Choose an Operation

42. Lesson 4 MI/Vocab 5-4 Problem-Solving Skill: Choose an Operation I will choose an operation to solve a problem.

43. Lesson 4 Standard 1 5-4 Problem-Solving Skill: Choose an Operation Standard 4MR3.3 Develop generalizations of the results obtained and apply them in other circumstances. Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

44. Lesson 4 Ex1 There are 9 rows on the Twisted Zipper roller coaster. Each row has 4 seats. What operation do you need to use to find how many people can ride the roller coaster at a time? 5-4 Problem-Solving Skill: Choose an Operation

45. Lesson 4 Ex1 Understand What facts do you know? There are 9 rows. There are 4 seats per row. What do you need to find? The operation you should use to find how many people can ride the roller coaster at a time. 5-4 Problem-Solving Skill: Choose an Operation

46. Lesson 4 Ex1 Plan You should multiply because there are groups of the same number in each group. Multiply the number of rows by the number of seats per row. 5-4 Problem-Solving Skill: Choose an Operation

47. Lesson 4 Ex1 Solve Multiply to find the answer. Answer: So, 36 people can ride the roller coaster at a time. 9 × 4 = 36 5-4 Problem-Solving Skill: Choose an Operation

48. Lesson 4 Ex1 Check 5-4 Problem-Solving Skill: Choose an Operation Look back at the problem. Find 9 × 4 another way to see if you get the same answer. You can use an array. 9 × 4 = 36. So, the answer is correct.

49. End of Lesson 4

50. Lesson 5 Menu Five-Minute Check (over Lesson 5-4) Main Idea California Standards Example 1: Multiply Example 2: Divide 5-5 Multiply and Divide Facts Through 10

51. Lesson 5 MI/Vocab 5-5 Multiply and Divide Facts Through 10 I will recognize multiplication and division facts through 10.

52. Lesson 5 Standard 1 5-5 Multiply and Divide Facts Through 10 Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand relationships among the operations.

53. Lesson 5 Standard 2 5-5 Multiply and Divide Facts Through 10 Standard 4MR3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

54. Lesson 5 Ex1 5-5 Multiply and Divide Facts Through 10 A bus has 8 rows with 6 seats in each row. How many people can be seated in the bus? Find 8 × 6.

55. Lesson 5 Ex1 5-5 Multiply and Divide Facts Through 10 One Way: Area Model There are 48 squares in all. So, 8 × 6 = 48.

56. Lesson 5 Ex1 5-5 Multiply and Divide Facts Through 10 Another Way: Related Fact 8 × 6 = 8 × 6 = 48 Answer: So, 48 people can be seated in the bus.

57. Lesson 5 CYP1 5-5 Multiply and Divide Facts Through 10 A.18 seats B.81 seats C.9 seats D.72 seats In a small school theater, there are 9 rows of seats and 9 seats per row. How many seats are there in all?

58. Lesson 5 Ex2 5-5 Multiply and Divide Facts Through 10 Filipa noticed that there are 2 pages of advertisements for every article she reads in a magazine. If she saw a total of 16 pages of advertisements, how many articles did she read? There are 16 pages of advertisements. Divide 16 by 2 to find how many articles Filipa read.

59. Lesson 5 Ex2 5-5 Multiply and Divide Facts Through 10 16 ÷ 2 = 8 16 ÷ 2 = Answer: So, Filipa read 8 articles.

60. Lesson 5 Ex2 Check 5-5 Multiply and Divide Facts Through 10 The area model shows 16 squares in rows of 2. Count the number of rows. So, 16 ÷ 2 = 8.

61. Lesson 5 CYP2 5-5 Multiply and Divide Facts Through 10 A.2 laps B.3 laps C.4 laps D.5 laps Jordan saw a sign saying that for every lap she runs around the park, it is equal to 3 miles. If Jordan ran 12 miles, how many laps did she run?

62. End of Lesson 5

63. Lesson 6 Menu Five-Minute Check (over Lesson 5-5) Main Idea and Vocabulary California Standards Example 1: Multiply Example 2: Divide 5-6 Multiply with 11 and 12

64. Lesson 6 MI/Vocab 5-6 Multiply with 11 and 12 I will recognize multiplication facts for 11 and 12. Distributive Property of Multiplication

65. Lesson 6 Standard 1 5-6 Multiply with 11 and 12 Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand relationships among the operations.

66. Lesson 6 Standard 2 5-6 Multiply with 11 and 12 Standard 4MR3.3 Develop generalizations of the results obtained and apply them in other circumstances.

67. Lesson 6 Ex1 Pang works at a bakery. He received an order for 9 dozen bagels. How many bagels does he need to fill the order? There are 12 bagels in one dozen. So, you need to find 9 × 12. 5-6 Multiply with 11 and 12

68. Lesson 6 Ex1 Think of 9 × 12 as (9 × 10) + (9 × 2). 5-6 Multiply with 11 and 12

69. Lesson 6 Ex1 9 × 12 = (9 × 10) + (9 × 2) 5-6 Multiply with 11 and 12 = 90 + 18 = 108 Answer: So, 108 bagels are needed to fill the order.

70. Lesson 6 CYP1 5-6 Multiply with 11 and 12 Sarah wants to order 5 dozen cookies for her party. How many cookies will she have total? A.60 cookies B.55 cookies C.10 cookies D.5 cookies

71. Lesson 6 Ex2 A group of 11 friends went to a minor league ball game. The total ticket cost was $99. How much did each ticket cost? Use a related multiplication fact to help you find $99 ÷ 11. 5-6 Multiply with 11 and 12

72. Lesson 6 Ex2 5-6 Multiply with 11 and 12 $99 ÷ 11 = $9 Answer: So, each ticket cost $9. $99 ÷ 11 =

73. Lesson 6 CYP2 5-6 Multiply with 11 and 12 A.$10 B.$11 C.$77 D.$7 Candace and 10 of her friends went ice-skating at the local rink. The total cost for all of them to skate was $77. How much did it cost per person?

74. End of Lesson 6

75. Lesson 7 Menu Five-Minute Check (over Lesson 5-6) Main Idea California Standards Example 1: Problem-Solving Investigation 5-7 Problem-Solving Investigation: Choose a Strategy

76. Lesson 7 MI/Vocab 5-7 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem.

77. Lesson 7 Standard 1 5-7 Problem-Solving Investigation: Choose a Strategy Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

78. Lesson 7 Standard 2 5-7 Problem-Solving Investigation: Choose a Strategy Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

79. Lesson 7 Ex1 KASA: I go to ballet lessons every week. I dance 2 hours during every lesson. I dance a total of 6 hours each week. YOUR MISSION: Find how many ballet lessons Kasa has in 4 weeks. 5-7 Problem-Solving Investigation: Choose a Strategy

80. Lesson 7 Ex1 Understand What facts do you know? Kasa dances 2 hours during each lesson. She dances a total of 6 hours each week. What do you need to find? Find how many lessons she has in 4 weeks. 5-7 Problem-Solving Investigation: Choose a Strategy

81. Lesson 7 Ex1 Plan Divide the number of hours Kasa practices each week by the number of hours each lesson lasts. Then multiply by 4, the number of weeks. 5-7 Problem-Solving Investigation: Choose a Strategy

82. Lesson 7 Ex1 Solve 5-7 Problem-Solving Investigation: Choose a Strategy 6 ÷ 2 = 3 hours per week hours per lesson lessons per week So, Kasa has 3 ballet lessons each week.

83. Lesson 7 Ex1 Solve Answer: So, Kasa has 12 ballet lessons in 4 weeks. 5-7 Problem-Solving Investigation: Choose a Strategy 3 × 4 = 12 lessons per week weeks lessons in 4 weeks

84. Lesson 7 Ex1 Check Look back at the problem. Check your answer by dividing the number of lessons in 4 weeks by the number of weeks. 5-7 Problem-Solving Investigation: Choose a Strategy 12 ÷ 4 = 3 Then, multiply the number of hours per lesson by the number of lessons each week. 2 × 3 = 6 So, the answer is correct.

85. End of Lesson 6

86. Lesson 8 Menu Five-Minute Check (over Lesson 5-7) Main Idea California Standards Example 1: Associative Property 5-8 Multiply Three Numbers

87. Lesson 8 MI/Vocab 5-8 Multiply Three Numbers I will multiply 3 factors.

88. Lesson 8 Standard 1 5-8 Multiply Three Numbers Standard 4AF1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences.

89. You need to find 4 × 3 × 2. There are two ways to group the numbers. Lesson 8 Ex1 Mrs. Chu ordered 4 boxes of fruit bars to sell at the baseball concession stand. Each box contains 3 bars, and each bar has 2 pieces. How many pieces did she order? 5-8 Multiply Three Numbers

90. Lesson 8 Ex1 5-8 Multiply Three Numbers One Way Multiply 4 × 3 first. 4 × 3 × 2 (4 × 3) × 2 12 × 2 24 Another Way Multiply 3 × 2 first. 4 × 3 × 2 4 × (3 × 2) 4 × 6 24 Answer: So, Mrs. Chu ordered 24 pieces.

91. Lesson 8 CYP1 5-8 Multiply Three Numbers A.9 cookies B.6 cookies C.18 cookies D.8 cookies Mr. Hawkins ordered 3 boxes of cookies. Each box contains 3 packs of cookies, and each pack contains 2 cookies. How many total cookies did he order?

92. End of Lesson 8

93. Lesson 9 Menu Five-Minute Check (over Lesson 5-8) Main Idea and Vocabulary California Standards Example 1: Identify Factors Example 2: Identify Multiples 5-9 Factors and Multiples

94. Lesson 9 MI/Vocab 5-9 Factors and Multiples I will find factors and multiples of whole numbers. factor multiple

95. Lesson 9 Standard 1 5-9 Factors and Multiples Standard 4NS4.1 Understand that many whole numbers break down in different ways (e.g. 12 = 4 × 3 = 2 × 6 = 2 × 2 × 3).

96. Lesson 9 Standard 1 5-9 Factors and Multiples Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to explain mathematical reasoning.

97. Think of number pairs that result in a product of 25. Lesson 9 Ex1 How could Mrs. Salgado arrange the desks if she had 25 desks? 5-9 Factors and Multiples 1 × 25 = 25

98. Lesson 9 Ex1 5-9 Factors and Multiples 5 × 5 = 25 Answer: So, the desks can be arranged in 3 ways: 1 × 25, 5 × 5, or 25 × 1. The factors of 25 are 1, 5, and 25. The different arrays show the ways that the desks can be arranged.

99. Lesson 9 CYP1 5-9 Factors and Multiples A.1; 1 × 16 B.2; 2 × 8, 4 × 4 C.3; 1 × 16, 2 × 8, 4 × 4 D.5; 1 × 16, 2 × 8, 4 × 4, 8 × 2, 16 × 1 If Mrs. Rameriez has 16 desks in her classroom, how many ways can she arrange them?

100. Lesson 9 Ex2 Identify the first five multiples of 9. On a multiplication table, look across the row for 9, or down the column for 9. All of the numbers listed in the row or the column are multiples of 9. 5-9 Factors and Multiples

101. Lesson 9 Ex2 5-9 Factors and Multiples

102. Lesson 9 Ex2 5-9 Factors and Multiples Answer: So, the first five multiples of 9 are 0, 9, 18, 27, and 36.

103. Lesson 9 CYP2 5-9 Factors and Multiples A.12, 18, 24, 30, 36 B.0, 6, 12, 18, 24 C.17, 20, 23, 26, 29 D.30, 36, 42, 48, 54 Identify the first five multiples of 6.

104. End of Lesson 9

105. Lesson 10 Menu Five-Minute Check (over Lesson 5-9) Main Idea and Vocabulary California Standards Key Concepts: Prime and Composite Numbers Example 1: Identify Composite and Prime Numbers Example 2: Identify Composite and Prime Numbers 5-10 Prime and Composite Numbers

106. Lesson 10 MI/Vocab 5-10 Prime and Composite Numbers I will determine if a number is prime or composite. composite number prime number

107. Lesson 10 Standard 5-10 Prime and Composite Numbers Standard 4NS4.2 Know that numbers such as 2, 3, 4, 7, and 11 do not have any factors except for 1 and themselves and that such numbers are called prime numbers.

108. Lesson 10 Key Concept 1 5-10 Prime and Composite Numbers

109. Find the factors of 39. Lesson 10 Ex1 Tell whether 39 is prime, composite, or neither. 5-10 Prime and Composite Numbers 1 × 39 3 × 13 Factors of 39: 1, 3, 13, 39. Answer: Since 39 has more than two factors, it is a composite number.

110. Lesson 10 CYP1 5-10 Prime and Composite Numbers A.prime B.composite C.neither D.both Tell whether 42 is prime, composite, or neither.

111. Lesson 10 Ex2 5-10 Prime and Composite Numbers Find the factors of 23. Tell whether 23 is prime, composite, or neither. 1 × 23 Factors of 23: 1, 23. Answer: Since 23 has exactly two distinct factors, it is a prime number.

112. Lesson 10 CYP2 5-10 Prime and Composite Numbers A.prime B.composite C.neither D.both Tell whether 41 is prime, composite, or neither.

113. End of Lesson 10

114. 5 5 Multiplication and Division Facts 5 5 CR Menu Five-Minute Checks Math Tool Chest Image Bank Meaning of Multiplication and Division Prime and Composite Numbers

115. 5 5 Multiplication and Division Facts IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

116. 5 5 Multiplication and Division Facts IB 1

117. 5 5 Multiplication and Division Facts IB 2

118. 5 5 Multiplication and Division Facts IB 3

119. 5 5 Multiplication and Division Facts IB 4

120. 5 5 Multiplication and Division Facts 5 5 5Min Menu Lesson 5-1Lesson 5-1(over Chapter 4) Lesson 5-2Lesson 5-2(over Lesson 5-1) Lesson 5-3Lesson 5-3(over Lesson 5-2) Lesson 5-4Lesson 5-4(over Lesson 5-3) Lesson 5-5Lesson 5-5(over Lesson 5-4) Lesson 5-6Lesson 5-6(over Lesson 5-5) Lesson 5-7Lesson 5-7(over Lesson 5-6) Lesson 5-8Lesson 5-8(over Lesson 5-7) Lesson 5-9Lesson 5-9 (over Lesson 5-8) Lesson 5-10Lesson 5-10(over Lesson 5-9)

121. 5 5 Multiplication and Division Facts 5Min 1-1 (over Chapter 4) A.9 hours B.4 hours C.3 hours D.5 hours Use the bar graph. How long did the Hamel family swim?

122. 5 5 Multiplication and Division Facts 5Min 1-2 (over Chapter 4) A.beach B.boat C.hiking D.shopping Use the bar graph. What activity did they spend the most time doing?

123. 5 5 Multiplication and Division Facts 5Min 2-1 (over Lesson 5-1) A.2 + 2 = 4, 4 + 4 = 8, 4 – 2 = 2, 8 – 4 = 4 B.8 + 8 = 16, 16 – 8 = 8 C.2 × 4 = 8, 4 × 2 = 8, 8 ÷ 4 = 2, 8 ÷ 2 = 4 D. 2 × 2 = 4, 4 × 4 = 16, 8 × 8 = 64 Write the fact family for the set of numbers. 2, 4, 8

124. 5 5 Multiplication and Division Facts 5Min 2-2 (over Lesson 5-1) A.5 × 8 = 40, 8 × 5 = 40, 40 ÷ 8 = 5, 40 ÷ 5 = 8 B.5 + 5 = 10, 8 + 8 = 16, 40 + 40 = 80 C.5 × 1 = 5, 8 × 1 = 8, 40 × 1 = 40 D. 5 × 8 = 40, 8 × 5 = 40 Write the fact family for the set of numbers. 5, 8, 40

125. 5 5 Multiplication and Division Facts 5Min 2-3 (over Lesson 5-1) A.15 B.5 C.2 D. 50 Divide. Use a related multiplication fact. 10 ÷ 5 = __

126. 5 5 Multiplication and Division Facts 5Min 2-4 (over Lesson 5-1) A.6 B.8 C.42 D. 12 Divide. Use a related multiplication fact. 48 ÷ 6 = __

127. 5 5 Multiplication and Division Facts 5Min 3-1 (over Lesson 5-2) A.Commutative Property of Addition B.Identity Property of Multiplication C.Associative Property of Multiplication D.Commutative Property of Multiplication Identify the property shown. 5 × 2 = 2 × 5

128. 5 5 Multiplication and Division Facts 5Min 3-2 (over Lesson 5-2) A.Zero Property of Multiplication B.Identity Property of Multiplication C.Commutative Property of Multiplication D.Associative Property of Multiplication Identify the property shown. 8 × 1 = 8

129. 5 5 Multiplication and Division Facts 5Min 3-3 (over Lesson 5-2) A.Associative Property of Multiplication B.Identity Property of Multiplication C.Commutative Property of Multiplication D.Zero Property of Multiplication Identify the property shown. (6 × 2) × 3 = 6 × (2 × 3)

130. 5 5 Multiplication and Division Facts 5Min 3-4 (over Lesson 5-2) A.Identity Property of Multiplication B.Zero Property of Multiplication C.Associative Property of Multiplication D.Commutative Property of Multiplication Identify the property shown. 12 × 0 = 0

131. 5 5 Multiplication and Division Facts 5Min 3-5 (over Lesson 5-2) A.Associative Property of Multiplication B.Zero Property of Multiplication C.Commutative Property of Multiplication D.Identity Property of Multiplication Identify the property shown. 7 × 9 = 9 × 7

132. 5 5 Multiplication and Division Facts 5Min 4-1 (over Lesson 5-3) A.7 B.1 C.13 D. 12 Multiply. 4 × 3

133. 5 5 Multiplication and Division Facts 5Min 4-2 (over Lesson 5-3) A.9 B.13 C.30 D. 7 Multiply. 3 × 10

134. 5 5 Multiplication and Division Facts 5Min 4-3 (over Lesson 5-3) A.25 B.10 C.0 D. 50 Multiply. 5 × 5

135. 5 5 Multiplication and Division Facts 5Min 4-4 (over Lesson 5-3) A.10 B.14 C.5 D. 6 Divide. 12 ÷ 2

136. 5 5 Multiplication and Division Facts 5Min 4-5 (over Lesson 5-3) A.28 B.8 C.36 D. 6 Divide. 32 ÷ 4

137. 5 5 Multiplication and Division Facts 5Min 4-6 (over Lesson 5-3) A.50 B.9 C.40 D. 8 Divide. 45 ÷ 5

138. 5 5 Multiplication and Division Facts 5Min 5-1 (over Lesson 5-4) A.addition; 10 hot dogs B.division; 3.5 hot dogs C.subtraction; 4 hot dogs D. subtraction; 7 hot dogs Tell which operation you would use to solve the problem. Then solve. At the picnic, Salvador ate 3 hot dogs. Together, Salvador and Aidan ate 7 hot dogs. How many hot dogs did Aidan eat?

139. 5 5 Multiplication and Division Facts A.13 B.45 C.40 D. 35 5Min 6-1 (over Lesson 5-5) Multiply. 8 × 5

140. 5 5 Multiplication and Division Facts A.45 B.54 C.15 D. 64 5Min 6-2 (over Lesson 5-5) Multiply. 9 × 6

141. 5 5 Multiplication and Division Facts A.7 B.56 C.9 D. 8 5Min 6-3 (over Lesson 5-5) Divide. 64 ÷ 8

142. 5 5 Multiplication and Division Facts A.24 B.10 C.12 D. 18 5Min 6-4 (over Lesson 5-5) Multiply. 4 × 6

143. 5 5 Multiplication and Division Facts 5Min 6-5 (over Lesson 5-5) A.24 B.6 C.4 D. 3 Divide. 32 ÷ 8

144. 5 5 Multiplication and Division Facts A.17 B.7 C.60 D.65 5Min 7-1 (over Lesson 5-6) Find the product of 12 × 5.

145. 5 5 Multiplication and Division Facts A.100 B.21 C.111 D.110 5Min 7-2 (over Lesson 5-6) Find the product of 11 × 10.

146. 5 5 Multiplication and Division Facts A.110 B.66 C.60 D.160 5Min 7-3 (over Lesson 5-6) Find the product of 11 × 6.

147. 5 5 Multiplication and Division Facts A.108 B.120 C.96 D.109 5Min 7-4 (over Lesson 5-6) Find the product of 12 × 9.

148. 5 5 Multiplication and Division Facts 5Min 7-5 (over Lesson 5-6) A.72 B.84 C.96 D.48 Find the product of 12 × 7.

149. 5 5 Multiplication and Division Facts 5Min 7-6 (over Lesson 5-6) A.110 B.111 C.121 D.101 Find the product of 11 × 11.

150. 5 5 Multiplication and Division Facts A.84 B.108 C.88 D.96 5Min 7-7 (over Lesson 5-6) Find the product of 12 × 8.

151. 5 5 Multiplication and Division Facts A.121 B.102 C.132 D.122 5Min 7-8 (over Lesson 5-6) Find the product of 11 × 12.

152. 5 5 Multiplication and Division Facts A.20 hours B.15 hours C.7 hours D.12 hours 5Min 8-1 (over Lesson 5-7) Use any strategy to solve. Leticia is on a swim team that practices 4 days each week. Each practice is 3 hours long. How many hours per week does Leticia have swim practice?

153. 5 5 Multiplication and Division Facts A.45 B.60 C.35 D.27 5Min 9-1 (over Lesson 5-8) Find the product of 3 × 4 × 5.

154. 5 5 Multiplication and Division Facts A.36 B.69 C.96 D.56 5Min 9-2 (over Lesson 5-8) Find the product of 8 × 4 × 3.

155. 5 5 Multiplication and Division Facts A.54 B.45 C.24 D.63 5Min 9-3 (over Lesson 5-8) Find the product of 2 × 3 × 9.

156. 5 5 Multiplication and Division Facts A.32 B.20 C.48 D.26 5Min 9-4 (over Lesson 5-8) Find the product of 2 × 6 × 4.

157. 5 5 Multiplication and Division Facts A.46 B.40 C.34 D.64 5Min 9-5 (over Lesson 5-8) Find the product of 8 × 2 × 4.

158. 5 5 Multiplication and Division Facts A.35 B.70 C.55 D.60 5Min 9-6 (over Lesson 5-8) Find the product of 7 × 5 × 2.

159. 5 5 Multiplication and Division Facts A.1, 3, 6, 12, 24 B.3, 6, 9, 12, 15 C.1, 6, 9, 12, 15 D.0, 1, 3, 6, 9 5Min 10-1 (over Lesson 5-9) Identify the first 5 multiples of 3.

160. 5 5 Multiplication and Division Facts A.1, 2, 3, 4, 6 B.0, 1, 2, 3, 4 C.12, 24, 36, 48, 60 D.1, 12, 24, 48, 96 5Min 10-2 (over Lesson 5-9) Identify the first 5 multiples of 12.

161. 5 5 Multiplication and Division Facts A.1, 3, 9, 18, 27 B.9, 18, 27, 36, 45 C.0, 1, 9, 18, 27 D.3, 6, 12, 24, 48 5Min 10-3 (over Lesson 5-9) Identify the first 5 multiples of 9.

162. 5 5 Multiplication and Division Facts A.0, 1, 2, 5, 11 B.1, 5, 11 C.1, 5, 110 D.1, 5, 11, 55 5Min 10-4 (over Lesson 5-9) Find all the factors of 55.

163. 5 5 Multiplication and Division Facts A.1, 2, 3, 23 B.1, 23 C.1, 23, 46 D.0, 2, 3 5Min 10-5 (over Lesson 5-9) Find all the factors of 23.

164. End of Custom Shows This slide is intentionally blank.