1. Chapter 15 Divide by One-Digit Numbers
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2. Lesson 15-1 Divide Multiples of 10, 100, and 1,000
Divide by One-Digit Numbers 15
Lesson Divide Multiples of 10, 100, and 1,000
Lesson Estimate Quotients
Lesson Two-Digit Quotients
Lesson Problem-Solving Strategy: Work Backwards
Lesson Three-Digit Quotients
Lesson Problem-Solving Investigation: Choose the Best Strategy
Lesson Divide Money
Chapter Menu

3. Five-Minute Check (over Chapter 14) Main Idea California Standards
15-1
Divide Multiples of 10, 100, and 1,000
Five-Minute Check (over Chapter 14)
Main Idea
California Standards
Example 1
Example 2
Example 3
Lesson 1 Menu

4. I will learn to divide multiples of 10, 100, and 1,000.
15-1
Divide Multiples of 10, 100, and 1,000
I will learn to divide multiples of 10, 100, and 1,000.
Lesson 1 MI/Vocab

5. 15-1
Divide Multiples of 10, 100, and 1,000
Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ).
Lesson 1 Standard 1

6. Find 600 ÷ 3. Step 1 Show 600 as 60 tens. 15-1
Divide Multiples of 10, 100, and 1,000
Find 600 ÷ 3.
Step 1 Show 600 as 60 tens.
Lesson 1 Ex1

7. Step 2 Divide the 60 tens into 3 equal groups.
15-1
Divide Multiples of 10, 100, and 1,000
Step 2 Divide the 60 tens into 3 equal groups.
200
200
200
600 ÷ 3 = 200
Lesson 1 Ex1

8. 15-1
Divide Multiples of 10, 100, and 1,000
Find 800 ÷ 2.
250
400
300
500
Lesson 1 CYP1

9. Find 1,800 ÷ 6. Use basic facts and patterns.
15-1
Divide Multiples of 10, 100, and 1,000
The stadium has 1,800 seats divided equally into 6 sections. How many seats are in each section?
Find 1,800 ÷ 6. Use basic facts and patterns.
18 ÷ 6 = 3
18 ones ÷ 6 = 3 ones
180 ÷ 6 = 30
18 tens ÷ 6 = 3 tens
1,800 ÷ 6 = 300
18 hundreds ÷ 6 = 3 hundreds
Answer: So, there are 300 seats in each section.
Lesson 1 Ex2

10. 15-1
Divide Multiples of 10, 100, and 1,000
A class split up into 3 teams and had a bake sale which made $600. How much did each team earn if the money was split evenly between the teams?
$200
$300
$150
$100
Lesson 1 CYP2

11. 15-1
Divide Multiples of 10, 100, and 1,000
Find 4,200 ÷ 7.
42 ÷ 7 = 6
Use the basic fact.
420 ÷ 7 = 60
Use the pattern of zeros.
4,200 ÷ 7 = 600
Answer: So, 4,200 ÷ 7 = 600.
Lesson 1 Ex3

12. 15-1
Divide Multiples of 10, 100, and 1,000
Find 2,500 ÷ 5.
350
400
500
600
Lesson 1 CYP3

13. End of Lesson 1

14. Five-Minute Check (over Lesson 15-1) Main Idea California Standards
15-2
Estimate Quotients
Five-Minute Check (over Lesson 15-1)
Main Idea
California Standards
Example 1
Example 2
Lesson 2 Menu

15. I will estimate quotients.
15-2
Estimate Quotients
I will estimate quotients.
Lesson 2 MI/Vocab

16. 15-2
Estimate Quotients
Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ).
Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.
Lesson 2 Standard 1

17. You need to estimate 238 ÷ 8 or 8 238.
15-2
Estimate Quotients
There are 238 children in the school. If there are 8 classrooms, about how many students are there in each class?
You need to estimate 238 ÷ 8 or
Step 1 Round.
Round 238 to the nearest ten that has a basic fact you can use.
238 ÷ ÷ 8
Lesson 2 Ex1

18. Step 2 Write the basic fact.
15-2
Estimate Quotients
Step 2 Write the basic fact.
Write the basic fact you will use to divide.
24 ÷ 8 = 3
Step 2 Divide.
Use the basic fact and patterns.
24 ÷ 8 = 3
240 ÷ 8 = 30
Answer: So, 238 ÷ 8 is about 30. About 30 students are in each class.
Lesson 2 Ex1

19. 15-2
Estimate Quotients
A community center wants to break up its 103 members into teams of 5 for a basketball tournament. About how many teams will the tournament have?
about 20
about 30
about 15
about 25
Lesson 2 CYP1

20. You need to estimate 1,113 ÷ 4 or 4 1,113.
15-2
Estimate Quotients
A theater sold 1,113 tickets for 4 shows. About how many tickets were sold for each show?
You need to estimate 1,113 ÷ 4 or 4 1,113.
Step 1 Round.
Round 1,113 to the nearest hundred that has a basic fact you can use.
1,113 ÷ ,200 ÷ 4
Lesson 2 Ex2

21. Step 2 Write the basic fact.
15-2
Estimate Quotients
Step 2 Write the basic fact.
Write the basic fact you will use to divide.
12 ÷ 4 = 3
Step 3 Divide.
Use the basic fact and patterns.
12 ÷ 4 = 3
1,200 ÷ 4 = 300
Answer: So, 1,113 ÷ 4 is about 300. About 300 tickets were sold for each show.
Lesson 2 Ex2

22. 15-2
Estimate Quotients
A fundraiser generated $1,212 from 6 local churches. About how much did each church give to the fundraiser?
about $100
about $200
about $250
about $300
Lesson 2 CYP2

23. End of Lesson 2

24. Five-Minute Check (over Lesson 15-2) Main Idea California Standards
15-3
Two-Digit Quotients
Five-Minute Check (over Lesson 15-2)
Main Idea
California Standards
Example 1
Example 2
Division
Lesson 3 Menu

25. I will divide a two-digit number by a one-digit number.
15-3
Two-Digit Quotients
I will divide a two-digit number by a one-digit number.
Lesson 3 MI/Vocab

26. 15-3
Two-Digit Quotients
Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ )
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 3 Standard 1

27. 15-3
Two-Digit Quotients
A total of 95 students signed up for basketball. How many 5-person teams will there be?
Step 1 Model 95. Show 5 groups.
quotient 5 95
dividend
divisor
Lesson 3 Ex1

28. Step 2 Divide the tens. 1 5 95 – 5 4 15-3 1 ten in each group
Two-Digit Quotients
Step 2 Divide the tens.
1 ten in each group 1 5 95
– 5
5 tens used 4
4 tens left
Lesson 3 Ex1

29. Step 3 Regroup and divide the ones.
15-3
Two-Digit Quotients
Step 3 Regroup and divide the ones. 5 95 1
– 5 4 9
9 ones in each group 5
– 45
45 ones used
0 ones left 19
Answer: So, 95 ÷ 5 = 19 or
Lesson 3 Ex1

30. 15-3
Two-Digit Quotients
A total of 200 kids signed on for after-school softball. If there are 10 to a team, how many teams will be formed?
200 ÷ 10 = 25
200 ÷ 10 = 21
200 ÷ 10 = 20
200 ÷ 10 = 30
Lesson 3 CYP1

31. Step 1 Decide if there are enough tens to divide.
15-3
Two-Digit Quotients
Rami wants to read an 84-page book in 6 days. How many pages should he read per day?
Find 84 ÷ 6.
Step 1 Decide if there are enough tens to divide. 6 84
8 > 6 There are enough tens.
Lesson 3 Ex2

32. Step 2 Divide the tens. 1 6 84 – 6 2 15-3 Divide 8 tens by 6 groups.
Two-Digit Quotients
Step 2 Divide the tens.
Divide 8 tens by 6 groups. 1 6 84
Write 1 in the tens place. – 6
Multiply. 1 × 6 tens = 6 tens 2
Subtract 6 tens from 8 tens.
Compare. 2 < 6
Lesson 3 Ex2

33. Answer: So, Rami should read 14 pages each day.
15-3
Two-Digit Quotients
Step 3 Divide the ones.
Divide 24 ones by 6 groups. 6 84 1 – 2 4
Write 4 in the ones place. 4
Multiply. 4 × 6 ones = 24 ones – 24
Subtract 24 ones from 24 ones
Compare. 0 < 6
Answer: So, Rami should read 14 pages each day.
Lesson 3 Ex2

34. Check Multiply the quotient by the divisor.
15-3
Two-Digit Quotients
Check Multiply the quotient by the divisor. 2 14
quotient
× 6
divisor 8 4
dividend
The answer is correct.
Lesson 3 Ex2

35. 15-3
Two-Digit Quotients
Shelley makes $5 a day babysitting. She wants to buy an outfit that costs $65. How many days will Shelley have to baby-sit to earn enough money to buy the outfit?
65 ÷ 5 = 13
65 ÷ 5 = 15
65 ÷ 5 = 17
65 ÷ 5 = 12
Lesson 3 CYP2

36. End of Lesson 3

37. Five-Minute Check (over Lesson 15-3) Main Idea California Standards
15-4
Problem-Solving Strategy: Work Backwards
Five-Minute Check (over Lesson 15-3)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
Lesson 4 Menu

38. I will work backward to solve problems.
15-4
Problem-Solving Strategy: Work Backwards
I will work backward to solve problems.
Lesson 4 MI/Vocab

39. 15-4
Problem-Solving Strategy: Work Backwards
Standard 3MR1.2 Determine when and how to break a problem into simpler parts.
Standard 3NS2.1 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ).
Lesson 4 Standard 1

40. 15-4
Problem-Solving Strategy: Work Backwards
Frannie put some money in the bank to start a savings account. Last month she put in enough money to double that amount. Today, she put in more money and the total amount doubled, again. Now she has $20. How much money did Frannie start with?
Lesson 4 Ex1

41. Understand What facts do you know? The money doubled two times.
15-4
Problem-Solving Strategy: Work Backwards
Understand
What facts do you know?
The money doubled two times.
The total amount at the end is $20.
What do you need to find?
The amount of money Frannie started with.
Lesson 4 Ex1

42. 15-4
Problem-Solving Strategy: Work Backwards
Plan
Work backward from what you know, $20, to find the amount Frannie started with.
Lesson 4 Ex1

43. Solve Start with $20. Find the number that was doubled.
15-4
Problem-Solving Strategy: Work Backwards
Solve
Start with $20.
Find the number that was doubled.
Since the amount was doubled two times, find half of $10.
Answer: So, the amount of money Frannie started with was $5.
Lesson 4 Ex1

44. 15-4
Problem-Solving Strategy: Work Backwards
Check
Look back at the problem. When you double $5, the result is $5 × 2 or $10, the result is $10 × 2 or $20.
So, the answer is correct.
Lesson 4 Ex1

45. End of Lesson 4

46. Five-Minute Check (over Lesson 15-4) Main Idea California Standards
15-5
Three-Digit Quotients
Five-Minute Check (over Lesson 15-4)
Main Idea
California Standards
Example 1
Example 2
Lesson 5 Menu

47. I will divide three-digit numbers by one-digit numbers.
15-5
Three-Digit Quotients
I will divide three-digit numbers by one-digit numbers.
Lesson 5 MI/Vocab

48. 15-5
Three-Digit Quotients
Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ).
Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.
Lesson 5 Standard 1

49. Step 1 Divide the hundreds. 5 > 4. So, there are enough hundreds.
15-5
Three-Digit Quotients
Hugan read a 572-page book in 4 weeks. How many pages did he read each week?
Find 572 ÷ 4.
Step 1 Divide the hundreds. 5 > 4. So, there are enough hundreds. 1
Divide. 5 ÷ 4 4
572 – 4
Multiply. 4 × 1 = 4
Subtract. 5 – 4 = 1 1
Compare. 1 < 4
Lesson 5 Ex1

50. 15-5
Three-Digit Quotients
Step 2 Regroup. Regroup the remaining 1 hundred as 10 tens. Bring down the 7 tens. 4
572 1 – 7
Lesson 5 Ex1

51. 15-5
Three-Digit Quotients
Step 3 Divide the tens. Regroup the remaining ten as 10 ones. Bring down the ones. 4
572 1 – 7 4
Divide. 17 ÷ 4 – 16
Multiply. 4 × 4 = 16 1 2
Subtract. 17 – 16 = 1
Compare. 1 < 4
Lesson 5 Ex1

52. Answer: So, Hugan read 143 pages each week.
15-5
Three-Digit Quotients
Step 4 Divide the ones. 4
572 1 – 7 16 2 3
Divide. 12 ÷ 4 = 3 – 12
Multiply. 4 × 3 = 12
Subtract. 12 – 12 = 0
Compare. 0 < 4
Answer: So, Hugan read 143 pages each week.
Lesson 5 Ex1

53. 15-5
Three-Digit Quotients
A group of 500 people will be split into 4 groups. How many people will be in each group?
150
130
120
125
Lesson 5 CYP1

54. 15-5
Three-Digit Quotients
Akina is putting 115 books on 5 shelves. How many books will go on each shelf?
Find 115 ÷ 5.
Lesson 5 Ex2

55. Step 1 Divide the hundreds.
15-5
Three-Digit Quotients
Step 1 Divide the hundreds. 5
115
There are not enough hundreds to divide. Regroup the 1 hundred as 10 tens. 5
115
11 > 5 Place the first digit in the tens place.
Lesson 5 Ex2

56. Step 2 Divide the tens. 2 5 115 – 10 1 15-5 Divide. 11 ÷ 5 = 2
Three-Digit Quotients
Step 2 Divide the tens. 2
Divide. 11 ÷ 5 = 2 5
115
Multiply. 5 × 2 = 10
Subtract. 11 – 10 = 1 – 10
Compare. 1 < 5 1
Lesson 5 Ex2

57. Answer: So, Akina put 23 books on each shelf.
15-5
Three-Digit Quotients
Step 3 Divide the ones. 5
115 2 10 – 1 3
Bring down the ones.
Divide. 15 ÷ 5 = 3 5 – 15
Multiply. 5 × 3 = 15
Subtract. 15 – 15 = 0
Compare. 0 < 5
Answer: So, Akina put 23 books on each shelf.
Lesson 5 Ex2

58. Check Multiply to check.
15-5
Three-Digit Quotients
Check Multiply to check. 1 23
quotient
× 5
divisor 11 5
dividend
The answer is correct.
Lesson 5 Ex2

59. 15-5
Three-Digit Quotients
Tony wants to buy a mountain bike that costs $450. If he plans to buy it in 4 months, how much money will Tony have to save each month?
$175
$100
$150
$130
Lesson 5 CYP2

60. End of Lesson 5

61. Five-Minute Check (over Lesson 15-5) Main Idea California Standards
15-6
Problem-Solving Investigation: Choose the Best Strategy
Five-Minute Check (over Lesson 15-5)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
Lesson 6 Menu

62. I will choose the best strategy to solve a problem.
15-6
Problem-Solving Investigation: Choose the Best Strategy
I will choose the best strategy to solve a problem.
Lesson 6 MI/Vocab

63. 15-6
Problem-Solving Investigation: Choose the Best 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

64. 15-6
Problem-Solving Investigation: Choose the Best Strategy
Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ).
Lesson 6 Standard 2

65. 15-6
Problem-Solving Investigation: Choose the Best Strategy
MING: A community pool is in the shape of a circle. It measures 80 feet across. A square fence is going to be placed around the pool.
YOUR MISSION: Find if 340 feet of fencing is enough to go around the pool.
Lesson 6 Ex1

66. Understand What facts do you know? The pool is a circle.
15-6
Problem-Solving Investigation: Choose the Best Strategy
Understand
What facts do you know?
The pool is a circle.
It measures 80 feet across.
A square fence will be put around the pool.
You have 340 feet of fencing.
Lesson 6 Ex1

67. Understand What do you need to find?
15-6
Problem-Solving Investigation: Choose the Best Strategy
Understand
What do you need to find?
You need to know if 340 feet of fencing is enough.
Lesson 6 Ex1

68. 15-6
Problem-Solving Investigation: Choose the Best Strategy
Plan
Divide 340 by 4 to find the length of each side of the fence. Use make a drawing strategy to compare the length of the fence to the pool.
Lesson 6 Ex1

69. Solve 15-6 Problem-Solving Investigation: Choose the Best Strategy
Lesson 6 Ex1

70. 15-6
Problem-Solving Investigation: Choose the Best Strategy
Solve
340 feet of fence is enough to make a square that is 85 feet on each side. 80 feet is smaller than 85 feet.
Answer: So, 340 feet of fencing is enough to go around the pool.
Lesson 6 Ex1

71. 15-6
Problem-Solving Investigation: Choose the Best Strategy
Check
Look back at the problem. Check the answer by multiplying. 85 × 4 = 340.
So, the answer is correct.
Lesson 6 Ex1

72. End of Lesson 6

73. Five-Minute Check (over Lesson 15-6) Main Idea California Standards
15-7
Divide Money
Five-Minute Check (over Lesson 15-6)
Main Idea
California Standards
Example 1
Example 2
Example 3
Lesson 7 Menu

74. I will divide amounts of money.
15-7
Divide Money
I will divide amounts of money.
Lesson 7 MI/Vocab

75. 15-7
Divide Money
Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
Lesson 7 Standard 1

76. 15-7
Divide Money
Standard 3NS2.7 Determine the unit cost when given the total cost and number of units.
Lesson 7 Standard 2

77. 15-7
Divide Money
Brian and 3 friends earned $9.68 for washing cars. How much will each boy receive after they share the money equally?
Find $9.68 ÷ 4.
Estimate $9.68 ÷ $10 ÷ 4 = $2.50
Lesson 7 Ex1

78. Step 1 Divide the dollars.
15-7
Divide Money
Step 1 Divide the dollars. 2
Divide. 9 ÷ 4 4
$9.68 – 8
Multiply. 4 × 2 dollars 1
Subtract. 9 – 8 = 1
Compare. 1 < 4
Lesson 7 Ex1

79. Step 2 Divide the dimes. 4 $9.68 2 8 – 1 4 6 – 1 6 15-7 Divide. 16 ÷ 4
Divide Money
Step 2 Divide the dimes. 4
$9.68 2 8 – 1 4 6
Divide. 16 ÷ 4 –
1 6
Multiply. 4 × 4 dimes
Subtract. 16 – 16 = 0
Compare. 0 < 4
Lesson 7 Ex1

80. Step 3 Divide the pennies.
15-7
Divide Money
Step 3 Divide the pennies. 4
$9.68
$2. 8 – 1 6
1 6 2
Place the decimal point and dollar sign directly above.
Divide. 8 ÷ 4 = 2 8 – 8
Multiply. 4 × 2 pennies
Subtract. 8 – 8 = 0
Compare. 0 < 4
Answer: So, each boy will receive $2.42.
Lesson 7 Ex1

81. Check for Reasonableness
15-7
Divide Money
Check for Reasonableness
$2.42 is close to the estimate of $2.50.
So, the answer is reasonable.
Since $2.42 × 4 = $9.68, the answer is correct.
Lesson 7 Ex1

82. 15-7
Divide Money
Angie and 3 friends pay $25 for tickets to see a movie. How much did each of them pay for a movie ticket?
$6.25
$5.25
$7.25
$5.50
Lesson 7 CYP1

83. Step 1 Decide if there are enough dollars to divide.
15-7
Divide Money
Divide $4.35 ÷ 5.
Estimate $4.35 ÷ $4.00 ÷ 5 = $0.80
Step 1 Decide if there are enough dollars to divide.
4 < 5 There are not enough. 5
$4.35
Lesson 7 Ex2

84. Step 2 Divide the dollars as 40 dimes.
15-7
Divide Money
Step 2 Divide the dollars as 40 dimes. 8 5
$4.35 –
4 0 3 5
Lesson 7 Ex2

85. Step 3 Divide the pennies.
15-7
Divide Money
Step 3 Divide the pennies. 5
$4.35
$0.8
4 0 – 3 7
Add the dollar sign and decimal point. Add a zero to show 0 dollars. – 35
Answer: So, $4.35 ÷ 5 = $0.87.
Lesson 7 Ex2

86. Check for Reasonableness
15-7
Divide Money
Check for Reasonableness
The estimate $0.80 is close to $0.87. So, the answer is correct.
Lesson 7 Ex2

87. Find $3.80 ÷ 4. $0.87 $0.95 $0.75 $0.89 15-7 Divide Money
Lesson 7 CYP2

88. Freda paid $6.84 for 6 bags of marbles. How much did each bag cost?
15-7
Divide Money
Freda paid $6.84 for 6 bags of marbles. How much did each bag cost?
Find the unit cost. Divide $6.84 ÷ 6.
Lesson 7 Ex3

89. So, the answer is correct.
15-7
Divide Money
$1. 1 4 6
$6.84
Check – 6
$1.14
× 6
$6.84 2 8 – 6 2 4 – 24
So, the answer is correct.
Answer: So, $6.84 ÷ 6 = $1.14. Each bag costs $1.14.
Lesson 7 Ex3

90. 15-7
Divide Money
Chris paid $7.25 for 5 gallons of fruit punch. How much did Chris pay for each gallon of fruit punch?
$1.85
$1.75
$1.55
$1.45
Lesson 7 CYP3

91. End of Lesson 7

92. Five-Minute Checks
Division
CR Menu

93. Lesson 15-1 (over Chapter 14) Lesson 15-2 (over Lesson 15-1)
5Min Menu

94. Multiply $3.24 × 7. $21.68 $4.48 $6.68 $22.68 (over Chapter 14)
5Min 1-1

95. Multiply 8 × $9.51. $76.08 $79.06 $74.56 $72.08 (over Chapter 14)
5Min 1-2

96. (over Chapter 14)
At Dora’s diner, burgers are $3.13 and drinks are $1.29. How much are 3 burgers and 1 drink?
$10.24
$10.68
$8.60
$6.60
5Min 1-3

97. (over Chapter 14)
At Dora’s diner, burgers are $3.13 and drinks are $1.29. What is the cost of 2 burgers and 2 drinks?
$8.84
$6.68
$4.60
$5.60
5Min 1-4

98. (over Lesson 15-1)
Divide 320 ÷ 8. Use a pattern. 60 18 32 40
5Min 2-1

99. Divide 4,500 ÷ 5. Use a pattern. 220 90 900 22 (over Lesson 15-1)
5Min 2-2

100. Divide 720 ÷ 9. Use a pattern. 80 36 32 322 (over Lesson 15-1)
5Min 2-3

101. (over Lesson 15-1)
Divide. Use a pattern. There are 6 boxes and 240 crayons. How many crayons are in each box? 40 32 30 42
5Min 2-4

102. Estimate by rounding 269 ÷ 3. 270 ÷ 3 = 90 260 ÷ 3 = 90 290 ÷ 3 = 97
(over Lesson 15-2)
Estimate by rounding 269 ÷ 3.
270 ÷ 3 = 90
260 ÷ 3 = 90
290 ÷ 3 = 97
5Min 3-1

103. Estimate by rounding 4,179 ÷ 7. 4,100 ÷ 7 = 600 4,200 ÷ 7 = 600
(over Lesson 15-2)
Estimate by rounding 4,179 ÷ 7.
4,100 ÷ 7 = 600
4,200 ÷ 7 = 600
4,200 ÷ 7 = 700
5Min 3-2

104. Estimate by rounding 61 ÷ 6. 60 ÷ 6 = 12 61 ÷ 6 = 11 60 ÷ 6 = 10
(over Lesson 15-2)
Estimate by rounding 61 ÷ 6.
60 ÷ 6 = 12
61 ÷ 6 = 11
60 ÷ 6 = 10
5Min 3-3

105. Estimate by rounding 390 ÷ 5. 400 ÷ 5 = 80 390 ÷ 5 = 88 400 ÷ 5 = 40
(over Lesson 15-2)
Estimate by rounding 390 ÷ 5.
400 ÷ 5 = 80
390 ÷ 5 = 88
400 ÷ 5 = 40
5Min 3-4

106. Divide 68 ÷ 4. Use models if needed. Check your answer.
(over Lesson 15-3)
Divide 68 ÷ 4. Use models if needed. Check your answer. 22 24 12 17
5Min 4-1

107. Divide 48 ÷ 3. Use models if needed. Check your answer.
(over Lesson 15-3)
Divide 48 ÷ 3. Use models if needed. Check your answer. 16 12 14 15
5Min 4-2

108. Divide 91 ÷ 7. Use models if needed. Check your answer.
(over Lesson 15-3)
Divide 91 ÷ 7. Use models if needed. Check your answer. 14 13 10 8
5Min 4-3

109. (over Lesson 15-3)
Jaha has 96 beads for making bracelets. She uses 6 beads for each bracelet. How many bracelets can she make? 90 14 16 88
5Min 4-4

110. (over Lesson 15-4)
Solve. Use the work backward strategy to solve. Julio is saving money for a new guitar. He doubled his money last year by babysitting his brother. Then he tripled that amount by working for his dad. Now he has $90. How much did he start with?
$22
$14
$24
$15
5Min 5-1

111. Divide 745 ÷ 5. Check your answer.
(over Lesson 15-5)
Divide 745 ÷ 5. Check your answer.
155
135
322
149
5Min 6-1

112. Divide 288 ÷ 6. Check your answers.
(over Lesson 15-5)
Divide 288 ÷ 6. Check your answers. 48 24 34 84
5Min 6-2

113. Divide 824 ÷ 2. Check your answers.
(over Lesson 15-5)
Divide 824 ÷ 2. Check your answers.
411
128
244
412
5Min 6-3

114. (over Lesson 15-5)
Divide. Check your answers. There are 784 pencils, and 7 pencils in each box. How many boxes of pencils are there?
110 boxes
144 boxes
112 boxes
122 boxes
5Min 6-4

115. five $12 baskets and five $18 baskets
(over Lesson 15-6)
Choose any strategy to solve the problem. Tell what strategy you used. Tia sold 9 baskets at the flea market for $138. She sold some baskets for $12 and some for $18 each. How many of each basket did she sell?
five $12 baskets and five $18 baskets
four $12 baskets and five $18 baskets
three $12 baskets and seven $18 baskets
5Min 7-1

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