1. Splash Screen Chapter 6 Division Concepts and Facts Click the mouse or press the space bar to continue. Chapter 6 Division Concepts and Facts Click the mouse or press the space bar to continue.

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

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

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

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

6. Lesson 1 Ex1 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? 6-1 Relate Division to Subtraction

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

8. A.7 B.6 C.3 D.8 Lesson 1 CYP1 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?

9. Lesson 1 Ex2 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. 6-1 Relate Division to Subtraction

10. Lesson 1 Ex2 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?

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

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

13. End of Lesson 1

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

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

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

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

18. Lesson 2 Ex1 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 × =

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

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

21. A.4 ÷ 3 = 1; 3 × 4 = 12 B.4 × 4 = 16; 3 ÷ 3 = 1 C.3 × 4 = 12; 12 ÷ 4 = 3 D.3 × 3 = 9; 9 ÷ 3 = 3 Lesson 2 CYP1 6-2 Relate Multiplication to Division Use the array shown to choose related multiplication and division facts.

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

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

24. End of Lesson 2

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

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

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

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

29. Lesson 3 Ex1 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? 6-3 Problem-Solving Strategy: Choose an Operation

30. Lesson 3 Ex1 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. 6-3 Problem-Solving Strategy: Choose an Operation

31. Lesson 3 Ex1 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. 6-3 Problem-Solving Strategy: Choose an Operation

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

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

34. End of Lesson 3

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

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

37. 6-4 Divide by 2 Lesson 4 Standard 1 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.

38. Lesson 4 Ex1 Arlo and his brother have 18 water toys in their pool. If they share the toys equally, how many will each child get? 6-4 Divide by 2 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

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

40. A.9 B.7 C.8 D.6 Lesson 4 CYP1 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?

41. End of Lesson 4

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

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

44. 6-5 Divide by 5 Lesson 5 Standard 1 Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.

45. Lesson 5 Ex1 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. 6-5 Divide by 5

46. Lesson 5 Ex1 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.

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

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

49. A.9 cans B.6 cans C.8 cans D.7 cans Lesson 5 CYP1 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 were on each shelf?

50. Lesson 5 Ex2 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. 6-5 Divide by 5 5 × 5 = 25 Answer: 25 ÷ 5 = 5 or 5 25. Niran can fill 5 pages. 5 25 ÷ 5 = 5 × = 25

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

52. A.7 pages B.8 pages C.9 pages D.10 pages Lesson 5 CYP2 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?

53. End of Lesson 5

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

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

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

57. 6-6 Problem-Solving Investigation: Choose the Best Strategy Lesson 6 Standard 2 Standard 3MR1.1 Use the inverse relationship of multiplication and division to compute and check results.

58. Lesson 6 Ex1 KINAH: I want to plant a vegetable garden. I have 6 tomato plants, 5 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. 6-6 Problem-Solving Investigation: Choose the Best Strategy

59. Lesson 6 Ex1 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. 6-6 Problem-Solving Investigation: Choose the Best Strategy

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

61. Lesson 6 Ex1 Solve The picture shows 6 + 5 + 5 or 16 plants. There are 4 equal groups of 4 plants. 6-6 Problem-Solving Investigation: Choose the Best Strategy Since 16 ÷ 4 = 4, Kinah needs to plant 4 plants in each row.

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

63. End of Lesson 6

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

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

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

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

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

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

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

71. Lesson 7 CYP1 6-7 Divide by 10 George put his 65 bananas into bunches of 5. How many bunches does he have? A.10 bunches B.15 bunches C.13 bunches D.12 bunches

72. End of Lesson 7

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

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

75. 6-8 Division Properties Lesson 8 Standard 1 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.

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

77. End of Lesson 8

78. 6 6 Division Concepts and Facts CR Menu Five-Minute Checks Understand Division Relate Multiplication to Division

79. 6 6 Division Concepts and Facts 5Min Menu Lesson 6-1Lesson 6-1(over Chapter 5) Lesson 6-2Lesson 6-2(over Lesson 6-1) Lesson 6-3Lesson 6-3(over Lesson 6-2) Lesson 6-4Lesson 6-4(over Lesson 6-3) Lesson 6-5Lesson 6-5(over Lesson 6-4) Lesson 6-6Lesson 6-6(over Lesson 6-5) Lesson 6-7Lesson 6-7(over Lesson 6-6) Lesson 6-8Lesson 6-8(over Lesson 6-7)

80. 6 6 Division Concepts and Facts 5Min 1-1 (over Chapter 5) One tricycle has 3 wheels. Two tricycles have 6 wheels. How many wheels will there be on 6 tricycles? A.16 wheels B.18 wheels C.9 wheels D.12 wheels

81. 6 6 Division Concepts and Facts 5Min 2-1 (over Lesson 6-1) Divide. Use a number line or paper and pencil. A.3 B.6 C.2 D.8 16 ÷ 8

82. 6 6 Division Concepts and Facts 5Min 2-2 (over Lesson 6-1) Divide. Use a number line or paper and pencil. A.3 B.6 C.1 D.9 9 ÷ 3

83. 6 6 Division Concepts and Facts 5Min 2-3 (over Lesson 6-1) Divide. Use a number line or paper and pencil. A.10 B.5 C.7 D.12 35 ÷ 7

84. 6 6 Division Concepts and Facts 5Min 2-4 (over Lesson 6-1) Divide. Use a number line or paper and pencil. A.6 B.7 C.12 D.14 24 ÷ 4

85. 6 6 Division Concepts and Facts 5Min 3-1 (over Lesson 6-2) Write the fact family for the following set of numbers: 3, 8, 24. 24 ÷ 8 = 3 8 × 3 = 24 3 × 8 = 24 24 ÷ 3 = 8

86. 6 6 Division Concepts and Facts 5Min 3-2 (over Lesson 6-2) Write the fact family for the following set of numbers: 1, 5, 5. 5 ÷ 1 = 5 1 × 5 = 5 5 × 1 = 5 5 ÷ 5 = 1

87. 6 6 Division Concepts and Facts 5Min 4-1 (over Lesson 6-3) Choose the operation. Then solve. Gracia had 6 daises and 9 roses. How many flowers did Gracia have in all? A.15 flowers B.3 flowers C.13 flowers D.2 flowers

88. 6 6 Division Concepts and Facts 5Min 4-2 (over Lesson 6-3) Choose the operation. Then solve. Brian had 6 pots each with 2 lilacs. How many lilacs did Brian have? A.10 lilacs B.12 lilacs C.9 lilacs D.4 lilacs

89. 6 6 Division Concepts and Facts 5Min 5-1 (over Lesson 6-4) Divide. Write a related multiplication fact. A.9; 2 × 9 = 18 B.2; 9 × 2 = 18 C.18; 6 × 4 = 18 18 ÷ 2

90. 6 6 Division Concepts and Facts 5Min 5-2 (over Lesson 6-4) Divide. Write a related multiplication fact. A.2; 2 × 3 = 5 B.4; 2 × 4 = 8 C.3; 2 × 3 = 6 6 ÷ 2

91. 6 6 Division Concepts and Facts 5Min 5-3 (over Lesson 6-4) Divide. Write a related multiplication fact. A.6; 2 × 6 = 12 B.6; 2 × 3 = 12 C.10; 2 × 10 = 12 12 ÷ 2

92. 6 6 Division Concepts and Facts 5Min 5-4 (over Lesson 6-4) Divide. Write a related multiplication fact. A.4; 2 × 8 = 10 B.8; 2 × 8 = 16 C.9; 3 × 10 = 30 16 ÷ 2

93. 6 6 Division Concepts and Facts 5Min 5-5 (over Lesson 6-4) Divide. Write a related multiplication fact. A.10; 5 × 2 = 10 B.5; 5 × 3 = 10 C.5; 2 × 5 = 10 10 ÷ 2

94. 6 6 Division Concepts and Facts 5Min 5-6 (over Lesson 6-4) Divide. Write a related multiplication fact. A.4; 2 × 4 = 8 B.6; 2 × 4 = 8 C.3; 2 × 4 = 16 8 ÷ 2

95. 6 6 Division Concepts and Facts 5Min 5-7 (over Lesson 6-4) Divide. Write a related multiplication fact. A.9; 3 × 3 = 13 B.7; 2 × 7 = 14 C.12; 6 × 3 = 12 14 ÷ 2

96. 6 6 Division Concepts and Facts 5Min 5-8 (over Lesson 6-4) Divide. Write a related multiplication fact. A.2; 2 × 2 = 4 B.7; 2 × 4 = 8 C.6; 3 × 6 = 12 4 ÷ 2

97. 6 6 Division Concepts and Facts 5Min 6-1 (over Lesson 6-5) Divide. Write a related multiplication fact. A.5; 5 × 5 = 25 B.10; 6 × 6 = 30 C.15; 3 × 5 = 15 25 ÷ 5

98. 6 6 Division Concepts and Facts 5Min 6-2 (over Lesson 6-5) Divide. Write a related multiplication fact. A.25; 5 × 5 = 25 B.10; 10 × 5 = 50 C.15; 3 × 5 = 15 50 ÷ 5

99. 6 6 Division Concepts and Facts 5Min 6-3 (over Lesson 6-5) Divide. Write a related multiplication fact. A.10; 2 × 5 = 10 B.5; 1 × 1 = 1 C.1; 1 × 5 = 5 5 ÷ 5

100. 6 6 Division Concepts and Facts 5Min 6-4 (over Lesson 6-5) Divide. Write a related multiplication fact. A.7; 5 × 7 = 35 B.5; 5 × 6 = 30 C.12; 3 × 4 = 12 35 ÷ 5

101. 6 6 Division Concepts and Facts 5Min 7-1 (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? A.Mr. Smith B.Mr. Sanchez C.Mr. Jones

102. 6 6 Division Concepts and Facts 5Min 8-1 (over Lesson 6-7) Divide 70 ÷ 10. A.7 B.10 C.11 D.70

103. 6 6 Division Concepts and Facts 5Min 8-2 (over Lesson 6-7) Divide 30 ÷ 10. A.10 B.13 C.3 D.11

104. 6 6 Division Concepts and Facts 5Min 8-3 (over Lesson 6-7) Divide 50 ÷ 10. A.5 B.10 C.15 D.20

105. 6 6 Division Concepts and Facts 5Min 8-4 (over Lesson 6-7) Divide 20 ÷ 10. A.2 B.10 C.15 D.20

106. 6 6 Division Concepts and Facts 5Min 8-5 (over Lesson 6-7) Divide 90 ÷ 10. A.9 B.15 C.90 D.100

107. 6 6 Division Concepts and Facts 5Min 8-6 (over Lesson 6-7) Divide 100 ÷ 10. A.1 B.100 C.0 D.10

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