1. Chapter 6 Division Concepts and Facts
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2. Lesson 6-1 Relate Division to Subtraction
Division Concepts and Facts 6
Lesson 6-1 Relate Division to Subtraction
Lesson 6-2 Relate Multiplication to Division
Lesson 6-3 Problem-Solving Strategy: Choose an Operation
Lesson 6-4 Divide by 2
Lesson 6-5 Divide by 5
Lesson 6-6 Problem-Solving Investigation: Choose a Strategy
Lesson 6-7 Divide by 10
Lesson 6-8 Division Properties
Chapter Menu

3. Five-Minute Check (over Chapter 5) Main Idea and Vocabulary
6-1
Relate Division to Subtraction
Five-Minute Check (over Chapter 5)
Main Idea and Vocabulary
California Standards
Example 1: Use Models to Divide
Example 2: Repeated Subtraction
Understand Division
Lesson 1 Menu

4. I will divide using subtraction.
6-1
Relate Division to Subtraction
I will divide using subtraction.
division
divide
Lesson 1 MI/Vocab

5. 6-1
Relate Division to Subtraction
Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Preparation for Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 1 Standard 1

6. 6-1
Relate Division to Subtraction
Colm and his brothers have 24 shirts in their closet. They are sizes small, medium, or large. There is an equal number of each size. How many shirts of each size are there?
Lesson 1 Ex1

7. There are 8 counters in each group. So, 24 ÷ 3 = 8.
6-1
Relate Division to Subtraction
Using counters, divide 24 counters equally into 3 groups until all the counters are gone. 8 8 8
There are 8 counters in each group. So, 24 ÷ 3 = 8.
Answer: There are 8 shirts of each size.
Lesson 1 Ex1

8. 6-1
Relate Division to Subtraction
Corbin and her sisters have 36 sweaters in their drawer. They are yellow, pink, green, red, blue, and purple. There is an equal number of each color. How many sweaters of each color are there?
7 sweaters
6 sweaters
3 sweaters
8 sweaters
Lesson 1 CYP1

9. Use repeated subtraction to find 21 ÷ 3.
6-1
Relate Division to Subtraction
Coach Green wants to put her 21 softball players into equal groups of 3. How many equal groups can she form?
Use repeated subtraction to find 21 ÷ 3.
Lesson 1 Ex2

10. 6-1
Relate Division to Subtraction
One Way: Number Line
Start at 21. Count back by 3s until you reach 0. How many times did you subtract?
Lesson 1 Ex2

11. Another Way: Paper and Pencil
6-1
Relate Division to Subtraction
Another Way: Paper and Pencil 21
– 3 18 18
– 3 15 15
– 3 12 12
– 3 9 9
– 3 6 6
– 3 3 3
– 3
Subtract groups of 3 until you reach 0. How many groups did you subtract?
Answer: So, 21 ÷ 3 = 7. Coach Green can form 7 equal groups.
Lesson 1 Ex2

12. 6-1
Relate Division to Subtraction
A classroom game requires teams of 4 students. In a class of 24 students, how many teams will there be?
6 teams
7 teams
5 teams
8 teams
Lesson 1 CYP2

13. End of Lesson 1

14. Relate Multiplication to Division
6-2
Relate Multiplication to Division
Five-Minute Check (over Lesson 6-1)
Main Idea and Vocabulary
California Standards
Example 1: Relate Multiplication to Division
Example 2: Write a Fact Family
Relate Multiplication to Division
Lesson 2 Menu

15. Lesson 2 MI/Vocab/Standard 1
6-2
Relate Multiplication to Division
I will divide using related multiplication facts.
dividend
divisor
quotient
fact family
Lesson 2 MI/Vocab/Standard 1

16. Lesson 2 MI/Vocab/Standard 2
6-2
Relate Multiplication to Division
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 2 MI/Vocab/Standard 2

17. 6-2
Relate Multiplication to Division
Use the array of cherries to write related multiplication and division sentences.
Lesson 2 Ex1

18. One Way: Multiplication
6-2
Relate Multiplication to Division
One Way: Multiplication
number
of rows
factor 2
number
in each row
factor 4
number
in all
product 8 × =
Lesson 2 Ex1

19. Another Way: Division 8 2 4 ÷ = 6-2 number in all dividend number
Relate Multiplication to Division
Another Way: Division
number
in all
dividend 8
number
of rows
divisor 2
number in
each row
quotient 4 ÷ =
Lesson 2 Ex1

20. 6-2
Relate Multiplication to Division
Answer: The related multiplication and division sentences are 2 × 4 = 8 and 8 ÷ 2 = 4.
Lesson 2 Ex1

21. 6-2
Relate Multiplication to Division
Use the array of stars to choose related multiplication and division facts.
4 ÷ 3 = 1, 3 × 4 = 12
4 × 4 = 16, 3 ÷ 3 = 1
3 × 4 = 12, 12 ÷ 4 = 3
3 × 3 = 9, 9 ÷ 3 = 3
Lesson 2 CYP1

22. Notice each fact uses the same three numbers.
6-2
Relate Multiplication to Division
Use the numbers 5, 6, and 30 to write the related multiplication and division sentences for this array.
Answer:
5 × 6 = 30
6 × 5 = 30
30 ÷ 5 = 6
30 ÷ 6 = 5
Notice each fact uses the same three numbers.
Lesson 2 Ex2

23. 6-2
Relate Multiplication to Division
Use the numbers 6, 9, and 54 to choose the related multiplication and division sentences.
6 × 9 = 54, 9 × 6 = 54, 54 ÷ 9 = 6, 54 ÷ 6 = 9
6 × 6 = 36, 9 × 9 = 81, 54 ÷ 9 = 6, 54 ÷ 6 = 9
54 × 6 = 326, 54 × 9 = 546, 9 ÷ 3 = 3, 6 ÷ 3 = 2
6 × 9 = 54, 6 × 9 = 54, 54 ÷ 9 = 6, 54 ÷ 6 = 9
Lesson 2 CYP2

24. End of Lesson 2

25. Five-Minute Check (over Lesson 6-2) Main Idea California Standards
6-3
Problem-Solving Strategy: Choose an Operation
Five-Minute Check (over Lesson 6-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
Lesson 3 Menu

26. I will choose an operation to use to solve a problem.
6-3
Problem-Solving Strategy: Choose an Operation
I will choose an operation to use to solve a problem.
Lesson 3 MI/Vocab

27. 6-3
Problem-Solving Strategy: Choose an Operation
Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
Lesson 3 Standard 1

28. 6-3
Problem-Solving Strategy: Choose an Operation
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 3 Standard 2

29. 6-3
Problem-Solving Strategy: Choose an Operation
Lakita’s doctor saw patients for 5 hours today. During this time, the doctor saw 20 patients. How many patients did the doctor see each hour if she saw the same number?
Lesson 3 Ex1

30. Understand What facts do you know?
6-3
Problem-Solving Strategy: Choose an Operation
Understand
What facts do you know?
The doctor saw patients for 5 hours.
She saw 20 patients in all.
What do you need to find?
The number of patients the doctor saw each hour.
Lesson 3 Ex1

31. 6-3
Problem-Solving Strategy: Choose an Operation
Plan
Think about what is happening. You have a group of 20 patients. You want to know how many patients the doctor saw each hour in the 5 hours. You should use division.
Lesson 3 Ex1

32. total number of patients
6-3
Problem-Solving Strategy: Choose an Operation
Solve
Divide 20 ÷ 5.
total number of patients 20
number of hours 5
number of patients 4 ÷ =
Answer: So, the doctor saw 4 patients each hour.
Lesson 3 Ex1

33. Check You can use multiplication to check division.
6-3
Problem-Solving Strategy: Choose an Operation
Check
You can use multiplication to check division.
Since 5 × 4 = 20, it makes sense that 4 patients would have been seen each hour.
Lesson 3 Ex1

34. End of Lesson 3

35. Five-Minute Check (over Lesson 6-3) Main Idea California Standards
6-4
Divide by 2
Five-Minute Check (over Lesson 6-3)
Main Idea
California Standards
Example 1: Make Equal Groups
Lesson 4 Menu

36. 6-4
Divide by 2
I will divide by 2.
Lesson 4 MI/Vocab

37. 6-4
Divide by 2
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Lesson 4 Standard 1

38. 6-4
Divide by 2
Arlo and his brother have 18 water toys in their pool. If they share the toys equally, how many will each child get?
To share equally between 2 people means to divide by 2. You can write a related fact to find 18 ÷ 2 or 2 18.
2 × = 18
Lesson 4 Ex1

39. Answer: So, 18 ÷ 2 = 9 or 2 18. Each person will get 9 toys. 9
6-4
Divide by 2
Answer: So, 18 ÷ 2 = 9 or Each person will get toys. 9
Check
The number line shows that 18 divided into groups of 2 is 9.
Lesson 4 Ex1

40. 6-4
Divide by 2
Tiffany and her cousin have 16 bracelets in the jewelry box. If they share them equally, how many will each child get?
9 bracelets
7 bracelets
8 bracelets
6 bracelets
Lesson 4 CYP1

41. End of Lesson 4

42. Five-Minute Check (over Lesson 6-4) Main Idea California Standards
6-5
Divide by 5
Five-Minute Check (over Lesson 6-4)
Main Idea
California Standards
Example 1: Real-World Example
Example 2: Real-World Example
Lesson 5 Menu

43. I will learn to divide by 5.
6-5
Divide by 5
I will learn to divide by 5.
Lesson 5 MI/Vocab

44. 6-5
Divide by 5
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Lesson 5 Standard 1

45. 6-5
Divide by 5
Raul stacked 30 boxes on 5 empty shelves in a storage room. Each shelf had the same number of boxes on it. How many boxes were on each shelf?
You need to find 30 ÷ 5.
Lesson 5 Ex1

46. 6-5
Divide by 5
One Way: Use Models
There are 30 counters and 5 counters are in each group. There are 6 equal groups.
Lesson 5 Ex1

47. Another Way: Repeat Subtraction
6-5
Divide by 5
Another Way: Repeat Subtraction 30
– 5 25 25
– 5 20 20
– 5 15 15
– 5 10 10
– 5 5 5
– 5
Subtract groups of 5 until you reach 0. Count the number of groups you subtracted.
Lesson 5 Ex1

48. Answer: So, 30 ÷ 5 = 6 or 5 30. There are 6 boxes on each shelf. 6
6-5
Divide by 5
Answer: So, 30 ÷ 5 = 6 or There are 6 boxes on each shelf. 6
Lesson 5 Ex1

49. 6-5
Divide by 5
Tim put 32 cans on 4 shelves in a grocery store. Each shelf has the same number of cans on it. How many cans are on each shelf?
9 cans
6 cans
8 cans
7 cans
Lesson 5 CYP1

50. Write a related multiplication fact to find 25 ÷ 5.
6-5
Divide by 5
Niran has a scrapbook for his baseball cards. He has 25 cards. If 5 cards will fit on a page, how many pages can he fill?
Write a related multiplication fact to find 25 ÷ 5.
25 ÷ 5 =
5 × = 25
5 × 5 = 25
Answer: So, 25 ÷ 5 = 5 or Niran can fill 5 pages. 5
Lesson 5 Ex2

51. 25 divided into groups of 5 forms 5 groups. 5 groups of 5 = 25
6-5
Divide by 5
Check
The model show that 25 ÷ 5 = 5.
25 divided into groups of 5 forms 5 groups. 5 groups of 5 = 25
Lesson 5 Ex2

52. 6-5
Divide by 5
Heather has a photo album for her vacation. She has 63 photos. If 6 photos fit on each page, how many pages can she fill?
7 pages
8 pages
9 pages
10 pages
Lesson 5 CYP2

53. End of Lesson 5

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

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

56. 6-6
Problem-Solving Investigation: Choose a Strategy
Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
Lesson 6 Standard 1

57. 6-6
Problem-Solving Investigation: Choose a Strategy
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 6 Standard 2

58. YOUR MISSION: Find how many plants should be planted in each row.
6-6
Problem-Solving Investigation: Choose a Strategy
KINAH: I want to plant a vegetable garden. I have 6 tomato plants, pepper plants, and 5 zucchini plants. I want to put the plants into 4 equal rows.
YOUR MISSION: Find how many plants should be planted in each row.
Lesson 6 Ex1

59. Understand What facts do you know?
6-6
Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
Kinah has 6 tomato, 5 pepper, and 5 zucchini plants.
She wants to plant them in 4 equal rows.
What do you need to find?
Find how many plants to put in each row.
Lesson 6 Ex1

60. 6-6
Problem-Solving Investigation: Choose a Strategy
Plan
You need to look at how to arrange items. So, the draw a picture strategy is a good choice.
Lesson 6 Ex1

61. 6-6
Problem-Solving Investigation: Choose a Strategy
Solve
The picture shows or 16 plants. There are 4 equal groups of 4 plants.
Since 16 ÷ 4 = 4, Kinah needs to plant 4 plants in each row.
Lesson 6 Ex1

62. 6-6
Problem-Solving Investigation: Choose a Strategy
Check
Look back at the problem. Since 4 × 4 = 16, you know that the answer is correct.
Lesson 6 Ex1

63. End of Lesson 6

64. Five-Minute Check (over Lesson 6-6) Main Idea California Standards
6-7
Divide by 10
Five-Minute Check (over Lesson 6-6)
Main Idea
California Standards
Example 1: Real-World Example
Lesson 7 Menu

65. I will learn to divide by 10.
6-7
Divide by 10
I will learn to divide by 10.
Lesson 7 MI/Vocab

66. 6-7
Divide by 10
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 7 Standard 1

67. 6-7
Divide by 10
Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Lesson 7 Standard 2

68. 6-7
Divide by 10
Juanita arranged her 80 football cards into stacks of 10. How many stacks does she have?
You need to find 80 ÷ 10.
Lesson 7 Ex1

69. One Way: Use Repeated Subtraction
6-7
Divide by 10
One Way: Use Repeated Subtraction 80
– 10 70 70
– 10 60 60
– 10 50 50
– 10 40 40
– 10 30 30
– 10 20 20
– 10 10 10
– 10
Subtract groups of 10 until you reach 0. Count the number of groups you subtracted.
You subtracted 10 groups eight times.
Lesson 7 Ex1

70. Another Way: Use a Related Fact
6-7
Divide by 10
Another Way: Use a Related Fact
Write a related multiplication fact to find 80 ÷ 10.
You know that 10 × 8 = 80.
So, 80 ÷ 10 = 8 or 8
Answer: So, Juanita has 8 stacks.
Lesson 7 Ex1

71. 6-7
Divide by 10
George put his 60 bananas into bunches of 10. How many bunches does he have?
10 bunches
8 bunches
6 bunches
5 bunches
Lesson 7 CYP1

72. End of Lesson 7

73. Five-Minute Check (over Lesson 6-7) Main Idea California Standards
6-8
Division Properties
Five-Minute Check (over Lesson 6-7)
Main Idea
California Standards
Key Concept: Division Properties
Lesson 8 Menu

74. I will learn to use properties about using 1 and 0 in division.
6-8
Division Properties
I will learn to use properties about using 1 and 0 in division.
Lesson 8 MI/Vocab

75. 6-8
Division Properties
Standard 3NS2.6 Understand the special properties of 0 and 1 in division.
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 8 Standard 1

76. 6-8
Division Properties
Lesson 8 Key Concept 1

77. End of Lesson 8

78. 6 Five-Minute Checks Math Tool Chest Image Bank Understand Division
Division Concepts and Facts 6
Five-Minute Checks
Math Tool Chest
Image Bank
Understand Division
Relate Multiplication to Division
CR Menu

79. 1. Exit this presentation.
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.
IB Instructions

80. IB 1

81. IB 2

82. IB 3

83. IB 4

84. Lesson 6-1 (over Chapter 5) Lesson 6-2 (over Lesson 6-1)
Division Concepts and Facts 6
Lesson 6-1 (over Chapter 5)
Lesson 6-2 (over Lesson 6-1)
Lesson 6-3 (over Lesson 6-2)
Lesson 6-4 (over Lesson 6-3)
Lesson 6-5 (over Lesson 6-4)
Lesson 6-6 (over Lesson 6-5)
Lesson 6-7 (over Lesson 6-6)
Lesson 6-8 (over Lesson 6-7)
5Min Menu

85. (over Chapter 5)
One tricycle has 3 wheels. Two tricycles have 6 wheels. How many wheels will there be on 6 tricycles?
16 wheels
18 wheels
9 wheels
12 wheels
5Min 1-1

86. Divide. Use a number line or paper and pencil.
(over Lesson 6-1)
Divide. Use a number line or paper and pencil.
16 ÷ 8 3 6 2 8
5Min 2-1

87. Divide. Use a number line or paper and pencil.
(over Lesson 6-1)
Divide. Use a number line or paper and pencil.
9 ÷ 3 3 6 1 9
5Min 2-2

88. Divide. Use a number line or paper and pencil.
(over Lesson 6-1)
Divide. Use a number line or paper and pencil.
35 ÷ 7 10 5 7 12
5Min 2-3

89. Divide. Use a number line or paper and pencil.
(over Lesson 6-1)
Divide. Use a number line or paper and pencil.
24 ÷ 4 6 7 12 14
5Min 2-4

90. Write the fact family for the following set of numbers: 3, 8, 24.
(over Lesson 6-2)
Write the fact family for the following set of numbers: 3, 8, 24.
8 × 3 = 24, 3 × 8 = 24, 24 ÷ 8 = 3, 24 ÷ 3 = 8
8 × 3 = 24, 8 × 4 = 32, 24 ÷ 3 = 8, 32 ÷ 4 = 8
24 × 3 = 8, 24 × 8 = 3, 8 ÷ 3 = 24, 3 ÷ 8 = 24
8 + 3 = 11, = 11, 11 – 8 = 3, 11 – 3 = 8
5Min 3-1

91. Write the fact family for the following set of numbers: 1, 5, 5.
(over Lesson 6-2)
Write the fact family for the following set of numbers: 1, 5, 5.
5 × 1 = 5, 1 × 5 = 5, 5 ÷ 5 = 1, 1 ÷ 5 = 5
5 × 1 = 5, 5 × 5 = 25, 5 ÷ 1 = 5, 25 ÷ 5 = 5
1 × 5 = 5, 5 × 1 = 5, 5 ÷ 1 = 5, 5 ÷ 5 = 1
5 × 1 = 1, 1 × 5 = 5, 5 ÷ 1 = 1, 5 ÷ 5 = 5
5Min 3-2

92. (over Lesson 6-3)
Solve. Gracia had 6 daises and 9 roses. How many flowers did Gracia have in all?
15 flowers
3 flowers
13 flowers
2 flowers
5Min 4-1

93. (over Lesson 6-3)
Solve. Brian had 6 pots each with 2 lilacs. How many lilacs did Brian have?
10 lilacs
12 lilacs
9 lilacs
4 lilacs
5Min 4-2

94. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
18 ÷ 2
9; 2 × 9 = 18
2; 9 × 2 = 18
18; 6 × 3 = 18
5Min 5-1

95. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
6 ÷ 2
2; 2 × 3 = 6
4; 2 × 4 = 8
3; 2 × 3 = 6
5Min 5-2

96. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
12 ÷ 2
6; 2 × 6 = 12
6; 2 × 3 = 6
10; 2 × 10 = 20
5Min 5-3

97. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
16 ÷ 2
4; 4 × 4 = 16
8; 2 × 8 = 16
32; 2 × 16 = 32
5Min 5-4

98. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
10 ÷ 2
10; 5 × 2 = 10
5; 5 × 3 = 15
5; 2 × 5 = 10
5Min 5-5

99. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
8 ÷ 2
4; 2 × 4 = 8
6; 2 × 4 = 8
3; 2 × 3 = 6
5Min 5-6

100. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
14 ÷ 2
9; 3 × 3 = 13
7; 2 × 7 = 14
12; 4 × 3 = 12
5Min 5-7

101. Divide. Write a related multiplication fact.
(over Lesson 6-4)
Divide. Write a related multiplication fact.
4 ÷ 2
2; 2 × 2 = 4
8; 2 × 4 = 8
6; 3 × 4 = 12
5Min 5-8

102. Divide. Write a related multiplication fact.
(over Lesson 6-5)
Divide. Write a related multiplication fact.
25 ÷ 5
5; 5 × 5 = 25
10; 6 × 6 = 36
15; 3 × 5 = 15
5Min 6-1

103. Divide. Write a related multiplication fact.
(over Lesson 6-5)
Divide. Write a related multiplication fact.
50 ÷ 5
25; 5 × 5 = 25
10; 10 × 5 = 50
15; 3 × 5 = 15
5Min 6-2

104. Divide. Write a related multiplication fact.
(over Lesson 6-5)
Divide. Write a related multiplication fact.
5 ÷ 5
10; 2 × 5 = 10
5; 1 × 1 = 1
1; 1 × 5 = 5
5Min 6-3

105. Divide. Write a related multiplication fact.
(over Lesson 6-5)
Divide. Write a related multiplication fact.
35 ÷ 5
7; 5 × 7 = 35
5; 5 × 6 = 30
12; 3 × 4 = 12
5Min 6-4

106. (over Lesson 6-6)
Three men are standing in line. Mr. Smith is 3 inches taller than Mr. Sanchez. Mr. Jones is 2 inches shorter than Mr. Smith. Which man is shortest?
Mr. Smith
Mr. Sanchez
Mr. Jones
5Min 7-1

107. (over Lesson 6-7)
Divide 70 ÷ 10. 7 10 11 70
5Min 8-1

108. (over Lesson 6-7)
Divide 30 ÷ 10. 10 13 3 11
5Min 8-2

109. (over Lesson 6-7)
Divide 50 ÷ 10. 5 10 15 20
5Min 8-3

110. (over Lesson 6-7)
Divide 20 ÷ 10. 2 10 15 20
5Min 8-4

111. (over Lesson 6-7)
Divide 90 ÷ 10. 9 15 90
100
5Min 8-5

112. (over Lesson 6-7)
Divide 100 ÷ 10. 1
100 10
5Min 8-6

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