1. Splash Screen Chapter 9 Divide by a One-Digit Number Click the mouse or press the space bar to continue. Chapter 9 Divide by a One-Digit Number Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 9-1Lesson 9-1Division with Remainders Lesson 9-2Lesson 9-2Divide Multiples of 10, 100, and 1,000 Lesson 9-3Lesson 9-3Problem-Solving Strategy: Guess and Check Lesson 9-4Lesson 9-4Estimate Quotients Lesson 9-5Lesson 9-5Two-Digit Quotients Lesson 9-6Lesson 9-6Problem-Solving Investigation: Choose a Strategy Lesson 9-7Lesson 9-7Three-Digit Quotients Lesson 9-8Lesson 9-8Quotients with Zeros Lesson 9-9Lesson 9-9Divide Greater Numbers 9 9 Divide by a One-Digit Number

3. Lesson 1 Menu Five-Minute Check (over Chapter 8) Main Idea California Standards Example 1: Real-World Example Example 2: Division with Remainders 9-1 Division with Remainders

4. 9-1 Division with Remainders Lesson 1 MI/Vocab I will carry out division with and without remainders.

5. 9-1 Division with Remainders Lesson 1 Standard 1 Preparation for Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

6. José wants to change the buttons on his school uniform shirts. Each shirt has 7 buttons. He bought a package of 84 buttons. On how many shirts will he be able to change the buttons? Lesson 1 Ex1 9-1 Division with Remainders There are 84 buttons. Each shirt has 7 buttons. Find 84 ÷ 7.

7. Step 1 Divide the tens. Lesson 1 Ex1 784 7 1 Can 8 tens be divided equally into groups of 7? Yes, there is one ten in each group. Put 1 in the quotient over the tens place. 9-1 Division with Remainders

8. Step 2 Multiply, subtract, and compare. Lesson 1 Ex1 9-1 Division with Remainders 784 1 Multiply. 7 × 1 = 7 7 – Subtract. 8 – 7 = 1 1 Compare. 1 < 7 Step 3 Bring down the ones. 784 1 7 – 1 Bring down 4 ones. 14 ones in all. 4

9. Step 4 Divide the ones. Lesson 1 Ex1 9-1 Division with Remainders 784 1 7 – 14 Divide. 14 ÷ 7 = 2 Put 2 in the quotient over the ones place. 2 Multiply. 2 × 7 = 14 Subtract. 14 – 14 = 0 14 – 0 Compare. 0 < 7 Answer: So, José will be able to change the buttons on 12 shirts.

10. Lesson 1 CYP1 A.17 packages B.22 packages C.25 packages D.27 packages Victor is making care packages with his charity group for students in college. He has a package of 54 travel-size soaps. Two soaps go in each care package. How many care packages will he be able be able to fill with soap? 9-1 Division with Remainders

11. Lesson 1 Ex2 9-1 Division with Remainders Markus wants to go to the go-cart park with his friends. The group rate is $63 for 5 guests. How much will each person need to pay for their share of the group price? Step 1 Divide the tens. 563 1 Divide. 6 ÷ 5 = 1 5 – So, put 1 in the quotient over the tens place. 1 Multiply. 5 × 1 = 5 Subtract. 6 – 5 = 1 Compare. 1 < 5

12. Lesson 1 Ex2 9-1 Division with Remainders Step 2 Divide the ones. 563 1 5 – 1 Divide. 13 ÷ 5 = 2 Put 2 in the quotient. Multiply. 5 × 2 = 10 Subtract. 13 – 10 = 3 Compare. 3 < 5 3 Bring down the ones. Remainder = 3 2 10 – 3 R3 Answer: So, each person will have to pay a little over $12.

13. Lesson 1 CYP2 9-1 Division with Remainders A.a little over $6 B.exactly $6 C.a little over $7 D.exactly $7 Six friends went to the movies together. The total cost for the movies is $44. How much does each person have to pay?

14. End of Lesson 1

15. Lesson 2 Menu Five-Minute Check (over Lesson 9-1) Main Idea California Standards Example 1: Divide Multiples of 10 Example 2: Divide Multiples of 10 9-2 Divide Multiples of 10, 100, and 1,000

16. 9-2 Divide Multiples of 10, 100, and 1,000 Lesson 2 MI/Vocab I will use basic facts and patterns to divide mentally.

17. 9-2 Divide Multiples of 10, 100, and 1,000 Lesson 2 Standard 1 Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

18. Lesson 2 Ex1 The factory just completed 600 wheels for their tricycles. How many tricycles can they make with the 600 wheels? Each tricycle has 3 wheels, so you need to divide 600 by 3. 9-2 Divide Multiples of 10, 100, and 1,000

19. Lesson 2 Ex1 9-2 Divide Multiples of 10, 100, and 1,000 One Way: Use a Multiplication Pattern 3 × 2 = 6 3 × 20 = 60 3 × 200 = 600 6 ÷ 3 = 2 60 ÷ 3 = 20 600 ÷ 3 = 200

20. Lesson 2 Ex1 9-2 Divide Multiples of 10, 100, and 1,000 Another Way: Use a Basic Fact basic fact Answer: So, the factory can make 200 tricycles. 6 ÷ 3 = 2 60 ÷ 3 = 20 600 ÷ 3 = 200

21. Lesson 2 CYP1 9-2 Divide Multiples of 10, 100, and 1,000 Fred collects coins and puts them in an album. He has 400 coins. If 8 coins fit on a page, how many pages does he have filled in the album? A.5 pages B.40 pages C.50 pages D.500 pages

22. Lesson 2 Ex2 Find the quotient of 3,200 and 80. 9-2 Divide Multiples of 10, 100, and 1,000 One Way: Use a Multiplication Pattern 8 × 4 = 32 80 × 4 = 320 80 × 40 = 3,200 32 ÷ 8 = 4 320 ÷ 80 = 4 3,200 ÷ 80 = 40

23. Lesson 2 Ex2 9-2 Divide Multiples of 10, 100, and 1,000 Another Way: Use a Basic Fact The basic fact for 3,200 ÷ 80 is 32 ÷ 8. 32 ÷ 8 = 4 basic fact Answer: So, the quotient is 40. 320 ÷ 80 = 4 3,200 ÷ 80 = 40

24. Lesson 2 CYP2 9-2 Divide Multiples of 10, 100, and 1,000 A.90 B.900 C.9,000 D.80 Find the quotient of 6,300 and 70.

25. End of Lesson 2

26. Lesson 3 Menu Five-Minute Check (over Lesson 9-2) Main Idea California Standards Example 1: Problem-Solving Strategy 9-3 Problem-Solving Strategy: Guess and Check

27. 9-3 Problem-Solving Strategy: Guess and Check Lesson 3 MI/Vocab I will solve problems by using the guess and check strategy.

28. 9-3 Problem-Solving Strategy: Guess and Check Lesson 3 Standard 1 Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

29. 9-3 Problem-Solving Strategy: Guess and Check Lesson 3 Standard 2 Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

30. Lesson 3 Ex1 Ruben bought 3 gifts for his sisters. Two of the gifts cost the same. The other gift costs $3 more than the other two. If the total amount or money spent was $27, how much did each gift cost? 9-3 Problem-Solving Strategy: Guess and Check

31. Lesson 3 Ex1 Understand What facts do you know? There are 3 gifts, and two gifts cost the same. One gift is $3 more than the other two. Ruben spent $27 on all 3 gifts. What do you need to find? The cost of each gift. 9-3 Problem-Solving Strategy: Guess and Check

32. Lesson 3 Ex1 Plan You can guess and check to solve the problem. 9-3 Problem-Solving Strategy: Guess and Check

33. Lesson 3 Ex1 Solve Use gift + gift + (gift + $3) = $27 and make logical guesses. 9-3 Problem-Solving Strategy: Guess and Check Start with numbers smaller than $10 because $10 × 3 = $30 and the total is less than $30.

34. Lesson 3 Ex1 Solve Try $9. 9-3 Problem-Solving Strategy: Guess and Check $9 + $9 + ($9 + $3) = $30No, too large. Try $8. $8 + $8 + ($8 + $3) = $27yes Answer: So, two gifts cost $8 each and the third gift costs $8 + $3, or $11.

35. Lesson 3 Ex1 Check Subtract the cost of each gift from the total cost. 9-3 Problem-Solving Strategy: Guess and Check First gift:$27 – $8 = $19 Second gift:$19 – $8 = $11 Third gift:$11 – $11 = $0 So, the answer is correct.

36. End of Lesson 3

37. Lesson 4 Menu Five-Minute Check (over Lesson 9-3) Main Idea and Vocabulary California Standards Example 1: Estimate Quotients Example 2: Estimate Quotients 9-4 Estimate Quotients

38. 9-4 Estimate Quotients Lesson 4 MI/Vocab I will estimate quotients. compatible numbers

39. 9-4 Estimate Quotients Lesson 4 Standard 1 Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

40. Lesson 4 Ex1 A small wading pool holds 225 gallons of water and it takes 3 hours to fill. About how many gallons are put into the pool in one hour? Estimate the quotient of 225 and 3. 9-4 Estimate Quotients

41. Lesson 4 Ex1 9-4 Estimate Quotients One Way: Compatible Numbers 225 ÷ 3 210 ÷ 3 = 70 3 × 7 = 21

42. Lesson 4 Ex1 9-4 Estimate Quotients Another Way: Basic Facts 225 ÷ 3 210 ÷ 3 = 70 3 × 70 = 210 3 × 7 = 21

43. Lesson 4 Ex1 9-4 Estimate Quotients Answer: So, about 70 gallons of water are put into the pool in one hour.

44. Lesson 4 CYP1 9-4 Estimate Quotients A.5 B.50 C.6 D.60 Estimate 310 ÷ 5.

45. Lesson 4 Ex2 The hotdog stand at the school carnival earned $1,315 today and sold only $4 combination meals. About how many meals did they sell? 9-4 Estimate Quotients

46. Lesson 4 Ex2 9-4 Estimate Quotients One Way: Compatible Numbers $1,315 ÷ $4 $1,200 ÷ $4 = 300 4 × 3 = 12

47. Lesson 4 Ex2 9-4 Estimate Quotients Another Way: Basic Facts $1,315 ÷ $4 4 × 300 = 1,200 4 × 30 = 120 4 × 3 = 12 $1,200 ÷ $4 = 300

48. Lesson 4 Ex2 9-4 Estimate Quotients Answer: So, they sold about 300 meals.

49. Lesson 4 CYP2 9-4 Estimate Quotients A.100 B.200 C.300 D.400 Estimate 1,700 ÷ 8.

50. End of Lesson 4

51. Lesson 5 Menu Five-Minute Check (over Lesson 9-4) Main Idea California Standards Example 1: Two-Digit Quotients Example 2: Divide with Remainders 9-5 Two-Digit Quotients

52. 9-5 Two-Digit Quotients Lesson 5 MI/Vocab I will divide a two-digit dividend by a one-digit number.

53. 9-5 Two-Digit Quotients Lesson 5 Standard 1 Preparation for Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

54. 9-5 Two-Digit Quotients Lesson 5 Standard 2 Standard 4MR2.1 Use estimation to verify the reasonableness of calculated results.

55. Lesson 5 Ex1 There are 96 cans of tennis balls in 4 boxes. How many cans are in each box? 9-5 Two-Digit Quotients Estimate 96 ÷ 4 100 ÷ 4 = 25 Step 1 Divide the tens. 496 Divide. 9 ÷ 4 = 2 Put 2 in the quotient. Multiply. 4 × 2 = 8 Subtract. 9 – 8 = 1 Compare. 1 < 4 2 8 – 1

56. Compare. 0 < 4 Lesson 5 Ex1 Step 2 Divide the ones. 9-5 Two-Digit Quotients Divide. 16 ÷ 4 = 4 Put 4 in the quotient. Multiply. 4 × 4 = 16 Subtract. 16 – 16 = 0 Remainder = 0 496 2 8 – 1 Bring down the ones. 4 6 16 – 0 R0 Answer: So, 96 ÷ 4 = 24. The answer is reasonable because it is close to the estimate of 25.

57. Lesson 5 CYP1 9-5 Two-Digit Quotients A.22 B.20 R2 C.12 D.10 R2 There are 102 packs of crackers in 5 cases. How many packs are in each case?

58. Lesson 5 Ex2 Shelley and 6 of her friends are using beads to make necklaces. She has 338 beads to share. How many beads will each of them get? There are 338 beads and 7 friends (Shelley and 6 of her friends). 9-5 Two-Digit Quotients Divide 338 ÷ 7. Estimate 338 ÷ 7 350 ÷ 7 = 50

59. Lesson 5 Ex2 Step 1 Estimate to place the first digit. 9-5 Two-Digit Quotients 7338 7 x

60. Lesson 5 Ex2 Step 2 Divide the tens. 9-5 Two-Digit Quotients 7338 4 28 – 5 Divide. 33 ÷ 7 = 4 Put 4 in the quotient. Multiply. 7 × 4 = 28 Subtract. 33 – 28 = 5 Compare. 5 < 7

61. Lesson 5 Ex2 Step 3 Divide the ones. 9-5 Two-Digit Quotients 7338 4 28 – 5 Divide. 58 ÷ 7 = 8 Put 8 in the quotient. Multiply. 7 × 8 = 56 Subtract. 58 – 56 = 2 Compare. 2 < 7 Bring down the ones. Remainder = 2 8 8 56 – 2 R2 Answer: So, each person will get 48 beads and 2 will be left over. The answer, 48 R2, is close to the estimate, so the answer is reasonable.

62. Lesson 5 CYP2 9-5 Two-Digit Quotients A.81 R5 B.81 R3 C.72 R0 D.71 R5 Lupe and 5 of his friends are looking at baseball cards at his house. If Lupe has 491 baseball cards, and he splits them evenly between him and his friends evenly, how many cards does each person get?

63. End of Lesson 5

64. Lesson 6 Menu Five-Minute Check (over Lesson 9-5) Main Idea California Standards Example 1: Problem-Solving Investigation 9-6 Problem-Solving Investigation: Choose a Strategy

65. 9-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 MI/Vocab I will choose the best strategy to solve a problem.

66. 9-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 Standard 1 Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

67. 9-6 Problem-Solving Investigation: Choose a Strategy Lesson 6 Standard 2 Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

68. Lesson 6 Ex1 CINDY: I had some stamps. I bought 6 more stamps. I traded 4 of my stamps for 8 of my friend’s stamps. I now have 32 stamps. YOUR MISSION: Find how many stamps Cindy started with. 9-6 Problem-Solving Investigation: Choose a Strategy

69. Lesson 6 Ex1 Understand What facts do you know? Cindy bought 6 stamps. She traded 4 stamps for 8 stamps. She now has 32 stamps. What do you need to find? Find the number of stamps Cindy started with. 9-6 Problem-Solving Investigation: Choose a Strategy

70. Lesson 6 Ex1 Plan You need to find how many stamps Cindy started with. So, the work backward strategy is a good choice. 9-6 Problem-Solving Investigation: Choose a Strategy

71. Lesson 6 Ex1 Solve 9-6 Problem-Solving Investigation: Choose a Strategy Start with the end result, then work backwards one step at a time. End result stamps Cindy has now stamps Cindy received from a friend

72. Lesson 6 Ex1 Solve Answer: Cindy started with 22 stamps. 9-6 Problem-Solving Investigation: Choose a Strategy stamps Cindy gave to a friend stamps Cindy bought

73. Lesson 6 Ex1 Check 9-6 Problem-Solving Investigation: Choose a Strategy Look back at the problem. Cindy gained 14 stamps and lost 4. This means she has 10 more stamps then she started with. If she now has 32 stamps, then she started with 22 stamps. The answer is correct.

74. End of Lesson 6

75. Lesson 7 Menu Five-Minute Check (over Lesson 9-6) Main Idea California Standards Example 1: Three-Digit Quotients Example 2: Three-Digit Quotients with Remainders 9-7 Three-Digit Quotients

76. 9-7 Three-Digit Quotients Lesson 7 MI/Vocab I will divide a three-digit dividend by a one-digit number.

77. 9-7 Three-Digit Quotients Lesson 7 Standard 1 Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

78. Lesson 7 Ex1 A teacher orders pencils in large plastic jars. Each jar holds 276 pencils. To how many students can he give 2 pencils? 9-7 Three-Digit Quotients Estimate 276 ÷ 2 280 ÷ 2 = 140 Step 1 Divide the hundreds. Divide. 2 ÷ 2 = 1 Put 1 in the quotient. Multiply. 2 × 1 = 2 Subtract. 2 – 2 = 0 Compare. 0 < 2 2276 1 2 – 0

79. Lesson 7 Ex1 Step 2 Divide the tens. 9-7 Three-Digit Quotients Divide. 7 ÷ 2 = 3 Put 3 in the quotient. Multiply. 3 × 2 = 6 Subtract. 7 – 6 = 1 Compare. 1 < 2 2276 1 2 – 0 Bring down the tens. 3 7 6 – 1

80. Lesson 7 Ex1 Step 3 Divide the ones. 9-7 Three-Digit Quotients 2276 1 2 – 0 3 7 6 – 1 Divide. 16 ÷ 2 = 8 Put 8 in the quotient. Multiply. 8 × 2 = 16 Subtract. 16 – 16 = 0 Compare. 0 < 2 Bring down the ones. 6 8 16– 0 Answer: So, 138 students can receive 2 pencils. Since the answer, 138, is close to the estimate of 140, the answer is reasonable.

81. Lesson 7 CYP1 9-7 Three-Digit Quotients A.61 B.161 C.111 D.121 Find 322 ÷ 2.

82. Lesson 7 Ex2 The principal wants to form reading groups of 4 for 567 students. How many groups will be formed? 9-7 Three-Digit Quotients To find how many groups will be formed, divide 567 by 4. Estimate 567 ÷ 4 560 ÷ 4 = 140

83. Lesson 7 Ex2 9-7 Three-Digit Quotients 4567 1 4 – 1 4 6 16 07 1 4– 3 R3 – Answer: So, 141 groups will be formed with 3 people left over. The answer is close to the estimate of 140, so the answer is reasonable.

84. Lesson 7 CYP2 9-7 Three-Digit Quotients A.112 R4 B.121 R4 C.111 R4 D.111 R5 A group of 892 volunteers want to split up into groups of 8 to do different community service projects. How many groups will be formed?

85. End of Lesson 7

86. Lesson 8 Menu Five-Minute Check (over Lesson 9-7) Main Idea California Standards Example 1: Divide Greater Numbers Example 2: Divide with Remainders 9-8 Quotients with Zeros

87. 9-8 Quotients with Zeros Lesson 8 MI/Vocab I will divide with zeros in the quotients.

88. 9-8 Quotients with Zeros Lesson 8 Standard 1 Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

89. Lesson 8 Ex1 Rita is using 315 beads to make beaded necklaces for 3 of her friends. If each necklace has the same number of beads, how many beads will each necklace have? 9-8 Quotients with Zeros Step 1 Divide the hundreds. Divide. 3 ÷ 3 = 1 Put 1 in the quotient. Multiply. 3 × 1 = 3 Subtract. 3 – 3 = 0 Compare. 0 < 3 3315 1 3 – 0 You need to find 315 ÷ 3.

90. Lesson 8 Ex1 9-8 Quotients with Zeros Step 2 Divide the tens. Divide. Since 1 < 3, there is not enough to divide. So, put 0 in the quotient. Multiply. 3 × 0 = 0 Subtract. 1 – 0 = 1 Compare. 1 < 3 3315 1 3 – 0 Bring down the tens. 0 1 0 – 1

91. Lesson 8 Ex1 9-8 Quotients with Zeros Step 3 Divide the ones. 3315 1 3 – 0 0 1 0 – 1 Divide. 15 ÷ 3 = 5 Put 5 in the quotient. Multiply. 3 × 5 = 15 Subtract. 15 – 15 = 0 Compare. 0 < 3 Bring down the ones. 5 5 15– 0 Answer: So, each necklace will have 105 beads.

92. Lesson 8 CYP1 9-8 Quotients with Zeros A.118 B.108 C.119 D.109 Felix bowled 327 in 3 games of bowling. If he scored the same for each game, what was his score for each game?

93. Lesson 8 Ex2 The camping club spent $217 on 2 large tents. How much did each tent cost? 9-8 Quotients with Zeros Estimate 217 ÷ 2 220 ÷ 2 = 110 To find the cost of each tent, you need to find 217 ÷ 2.

94. Lesson 8 Ex2 9-8 Quotients with Zeros 2217 1 2 – 0 0 1 0 17 8 16– 1 R1 – Answer: So, the camping club spent a little over $108 for each tent. The answer is close to the estimate of 110, so the answer is reasonable.

95. Lesson 8 CYP2 9-8 Quotients with Zeros A.$102 B.$103 C.$112 D.$113 A ski club spent $408 on 4 pairs of skis. What is the cost of each pair?

96. End of Lesson 8

97. Lesson 9 Menu Five-Minute Check (over Lesson 9-8) Main Idea California Standards Example 1: Divide Greater Numbers Example 2: Divide Greater Numbers 9-9 Divide Greater Numbers

98. 9-9 Divide Greater Numbers Lesson 9 MI/Vocab I will divide four- and five-digit quotients by a one-digit number.

99. 9-9 Divide Greater Numbers Lesson 9 Standard 1 Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

100. To find the number of bundles, you need to find 4,576 ÷ 4. Lesson 9 Ex1 Mrs. Chi wants to bundle 4 muffins in a package for a fundraiser at school. Parents donated 4,576 muffins. How many bundles will be ready to sell? 9-9 Divide Greater Numbers Step 1 Divide the thousands. Divide. 4 ÷ 4 = 1 Put 1 in the quotient. Multiply. 4 × 1 = 4 Subtract. 4 – 4 = 0 Compare. 1 < 4 44,576 1 4 – 0

101. Lesson 9 Ex1 Step 2 Divide the hundreds. 9-9 Divide Greater Numbers 4,5764 1, 4 – 0 Divide. 5 ÷ 4 = 1 Multiply. 4 × 1 = 4 Subtract. 5 – 4 = 1 Compare. 1 < 4 Bring down the hundreds. 1 5 4 – 1

102. Lesson 9 Ex1 Step 3 Divide each place. 9-9 Divide Greater Numbers 4,5764 1, 4 – 0 1 5 4 – 1 4 7 16 – 1 6 4 – 0 Answer: So, 1,144 bundles will be ready to sell. For each place, divide, multiply, subtract, compare, and bring down the next digit to form a new number to be divided.

103. Lesson 9 CYP1 9-9 Divide Greater Numbers A.1,101 bundles of cookies B.1,141 bundles of cookies C.1,241 bundles of cookies D.1,242 bundles of cookies A cookie bake sale sold 5,705 cookies. If there were 5 cookies in every bundle that they sold, how many bundles of cookies did they sell?

104. Lesson 9 Ex2 The school play earned $62,530 for the week. If admission costs $5 a ticket, how many tickets did they sell? To find the number of tickets sold, find 62,530 ÷ 5. 9-9 Divide Greater Numbers Estimate $62,530 ÷ $5 $60,000 ÷ $5 = 12,000

105. Lesson 9 Ex2 9-9 Divide Greater Numbers Divide each place. For each place, divide, multiply, subtract, and compare. Then bring down the next digit in the dividend. 62,5305 1 5 – 1 2 10 – 25 25 – 0 3 0– 3 30– 0 2, 506 0

106. Lesson 9 Ex2 9-9 Divide Greater Numbers Answer: So, they sold 12,506 tickets. The answer is close to the estimate of 12,000, so the answer is reasonable.

107. Lesson 9 CYP2 9-9 Divide Greater Numbers A baseball team made $33,615 after selling tickets for two weeks. If admission is $3, how many tickets did they sell? A.10,205 tickets B.10,215 tickets C.11,215 tickets D.11,205 tickets

108. End of Lesson 9

109. 9 9 Divide by a One-Digit Number 9 9 CR Menu Five-Minute Checks Math Tool Chest Image Bank

110. 9 9 Divide by a One-Digit Number 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.

111. 9 9 Divide by a One-Digit Number IB 1

112. 9 9 Divide by a One-Digit Number IB 2

113. 9 9 Divide by a One-Digit Number IB 3

114. 9 9 Divide by a One-Digit Number IB 4

115. 9 9 Divide by a One-Digit Number 9 9 5Min Menu Lesson 9-1Lesson 9-1(over Chapter 8) Lesson 9-2Lesson 9-2(over Lesson 9-1) Lesson 9-3Lesson 9-3(over Lesson 9-2) Lesson 9-4Lesson 9-4(over Lesson 9-3) Lesson 9-5Lesson 9-5(over Lesson 9-4) Lesson 9-6Lesson 9-6(over Lesson 9-5) Lesson 9-7Lesson 9-7(over Lesson 9-6) Lesson 9-8Lesson 9-8(over Lesson 9-7) Lesson 9-9Lesson 9-9(over Lesson 9-8)

116. 9 9 Divide by a One-Digit Number 5Min 1-1 (over Chapter 8) A.1,510,350 B.79,450 C.81,750 D.22,890 Multiply 3,270 × 25.

117. 9 9 Divide by a One-Digit Number 5Min 1-2 (over Chapter 8) A.45,928 B.302,173 C.1,521,123 D.304,273 Multiply 5,741 × 53.

118. 9 9 Divide by a One-Digit Number 5Min 1-3 (over Chapter 8) A.2,169,296 B.2,359,296 C.589,824 D.1,259,296 Multiply 98,304 × 24.

119. 9 9 Divide by a One-Digit Number 5Min 1-4 (over Chapter 8) A.$1,566,495 B.$87,979 C.$313,295 D.$1,466,495 Multiply $34,811 × 45.

120. 9 9 Divide by a One-Digit Number 5Min 2-1 (over Lesson 9-1) A.43 B.66 C.34 D.64 Divide 68 ÷ 2.

121. 9 9 Divide by a One-Digit Number 5Min 2-2 A.39 B.62 C.76 D.26 Divide 78 ÷ 3. (over Lesson 9-1)

122. 9 9 Divide by a One-Digit Number 5Min 2-3 A.11 R4 B.10 R9 C.12 D.12 R1 Divide 59 ÷ 5. (over Lesson 9-1)

123. 9 9 Divide by a One-Digit Number 5Min 2-4 A.21 R1 B.12 R1 C.11 R9 D.10 R7 Divide 97 ÷ 8. (over Lesson 9-1)

124. 9 9 Divide by a One-Digit Number 5Min 3-1 (over Lesson 9-2) A.9,000 B.922 R2 C.1,200 D.900 Divide 3,600 ÷ 4.

125. 9 9 Divide by a One-Digit Number 5Min 3-2 A.70 B.155 R5 C.140 D.170 Divide 490 ÷ 7. (over Lesson 9-2)

126. 9 9 Divide by a One-Digit Number 5Min 3-3 A.4 B.41 C.40 D.410 Divide 2,800 ÷ 70. (over Lesson 9-2)

127. 9 9 Divide by a One-Digit Number 5Min 3-4 A.90 B.9 C.99 D.81 Divide 810 ÷ 90. (over Lesson 9-2)

128. 9 9 Divide by a One-Digit Number 5Min 4-1 (over Lesson 9-3) A.8 unicycles B.9 unicycles C.10 unicycles D.11 unicycles Solve. Use the guess and check strategy. A unicycle has one wheel and a bicycle has two. Steve walks into Hanson’s Cycling Shop and counts 19 unicycles and bicycles and 27 wheels. How many unicycles are there?

129. 9 9 Divide by a One-Digit Number 5Min 5-1 (over Lesson 9-4) A.30 B.35 C.32 R1 D.33 Estimate 161 ÷ 5.

130. 9 9 Divide by a One-Digit Number 5Min 5-2 A.63 R2 B.70 C.56 R2 D.60 Estimate 171 ÷ 3. (over Lesson 9-4)

131. 9 9 Divide by a One-Digit Number 5Min 5-3 A.600 B.700 C.693 D.690 R3 Estimate 2,732 ÷ 4. (over Lesson 9-4)

132. 9 9 Divide by a One-Digit Number 5Min 5-4 A.615 R8 B.700 C.600 D.611 R1 Estimate 5,543 ÷ 9. (over Lesson 9-4)

133. 9 9 Divide by a One-Digit Number 5Min 6-1 (over Lesson 9-5) A.13 R2 B.12 R3 C.10 R5 D.16 R4 Divide 75 ÷ 6. Use estimation to check.

134. 9 9 Divide by a One-Digit Number 5Min 6-2 A.14 R2 B.11 R3 C.10 R2 D.11 R5 Divide 82 ÷ 7. Use estimation to check. (over Lesson 9-5)

135. 9 9 Divide by a One-Digit Number 5Min 6-3 A.40 B.31 R3 C.33 R3 D.34 Divide 168 ÷ 5. Use estimation to check. (over Lesson 9-5)

136. 9 9 Divide by a One-Digit Number 5Min 6-4 A.82 R2 B.82 R1 C.81 D.77 R7 Divide 739 ÷ 9. Use estimation to check. (over Lesson 9-5)

137. 9 9 Divide by a One-Digit Number 5Min 7-1 (over Lesson 9-6) A.110; Add 7. B.40, 960; Multiply by 2. C.120; Add 8. D.130; Add 9. Choose the best strategy, then solve the problem. What is the fifteenth number in the pattern: 8, 16, 24, 32, 40, …? Identify the pattern.

138. 9 9 Divide by a One-Digit Number 5Min 8-1 (over Lesson 9-7) A.113 R2 B.116 R4 C.113 D.111 R2 Divide 678 ÷ 6. Check your answer.

139. 9 9 Divide by a One-Digit Number 5Min 8-2 A.125 B.114 R1 C.115 D.111 R3 Divide 457 ÷ 4. Check your answer. (over Lesson 9-7)

140. 9 9 Divide by a One-Digit Number 5Min 8-3 A.171 R4 B.178 C.180 D.177 R4 Divide 889 ÷ 5. Check your answer. (over Lesson 9-7)

141. 9 9 Divide by a One-Digit Number 5Min 8-4 A.136 R4 B.142 R6 C.137 D.137 R4 Divide 956 ÷ 7. Check your answer. (over Lesson 9-7)

142. 9 9 Divide by a One-Digit Number 5Min 9-1 (over Lesson 9-8) A.150 B.105 C.15 D.104 Divide 525 ÷ 5.

143. 9 9 Divide by a One-Digit Number 5Min 9-2 A.208 B.27 C.207 D.270 Divide 621 ÷ 3. (over Lesson 9-8)

144. 9 9 Divide by a One-Digit Number 5Min 9-3 A.107 R4 B.17 R4 C.107 D.170 R4 Divide 967 ÷ 9. (over Lesson 9-8)

145. 9 9 Divide by a One-Digit Number 5Min 9-4 A.15 R5 B.150 C.150 R5 D.105 R5 Divide 635 ÷ 6. (over Lesson 9-8)

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