CHAPTE R

6
Planner
Understand Division

The Skills Trace

BIG Idea Vertical Alignment
Division skills are used in a variety of contexts in mathematics instruction.
Students will use division to determine unit cost and to compare and order Previous Grade
fractions, decimals, and percents. Knowledge of division will be essential when
In the previous grade, students learned to:
working with integers and rational numbers. Students must learn to use the
Relate division and subtraction.
division algorithm. Using this algorithm requires a mastery of basic division facts
and strong estimation skills. To develop these concepts, provide opportunities Relate division and multiplication.
for discovering patterns in division with multiples of 10, 100, and 1,000. Model and recall basic division facts through 10.

Targeted Standards
GLE 0406.1.2 Apply and adapt a variety of appropriate strategies to problem
solving, including estimation, and reasonableness of the solution.
This Grade
GLE 0406.1.8 Use technologies/manipulatives appropriately to develop
During this chapter, students learn to:
understanding of mathematical algorithms, to facilitate problem solving and to
Carry out division with and without remainders.
create accurate and reliable models of mathematical concepts.
Use basic facts and patterns to divide mentally.
GLE 0406.2.2 Develop fluency with multiplication and single-digit division.
Estimate quotients.
GLE 0406.2.6 Solve problems involving whole numbers, fractions, and/or
decimals using all four arithmetic operations. Solve division problems that result in two-, three-, and
four-digit quotients.

After this chapter, students learn to:

Convert customary units of capacity and customary units
of weight.

Next Grade
In the next grade, students learn to:
Divide by one- and two-digit divisors.
Print and Online Professional Development Divide decimals.
articles can be found in the Teacher Resource
Handbook. These articles on current issues will allow
you to implement new mathematical strategies and
enhance your classroom performance.

Digital Videos The McGraw-Hill

Professional Development Video
Library provides short videos that support
McGraw-Hills Math Connects. For Vertical Alignment and Backmapping
support for this chapter, the following video
McGraw-Hills Math Connects program was conceived
is available.
and developed with the final results in mind: student success in
Algebra 1 and beyond. The authors developed this brand-new
Division Algorithms
series by backmapping from Algebra 1 concepts, and vertically
Other videos, program walkthroughs, online courses, and video aligning the topics so that they build upon prior skills and
workshops are available at mhpdonline.com. concepts and serve as a foundation for future topics.

278A Understand Division

Chapter at a Glance
Lesson Pacing Resources
Multi-Part
Lesson 1 Model Division
2 days Materials and Manipulatives
index cards, base-ten blocks, counters, play money

Get ConnectED
A Model Division GLE 0406.1.8

B Division with Remainders GLE 0406.2.2 Leveled Worksheets Self-Check Quiz

Explore Worksheet Personal Tutor
C Problem-Solving Strategy: Visual Vocabulary Cards Virtual Manipulatives
Guess, Check, and Revise GLE 0406.2.6 Lesson Animations Graphic Novel Animation
Daily Transparencies Math Song Animation
Problem of the Day Real-World Problem Solving
Hands-On Activity Tools and Readers
Resources

Multi-Part
Lesson 2 Use Mental Math to Divide
2 days Materials and Manipulatives
multiplication and division flash cards, base-ten blocks

Get ConnectED
A Divide Multiples of 10, 100, and 1,000 GLE 0406.2.2

B Estimate Quotients GLE 0406.1.2 Leveled Worksheets Self-Check Quiz

Visual Vocabulary Cards Personal Tutor
Lesson Animations eGames
Daily Transparencies
Problem of the Day
Hands-On Activity Tools and
Resources

Multi-Part
Lesson 3 Divide Whole Numbers
5 days Materials and Manipulatives
colored pencils, scissors, construction paper, markers, base-ten blocks,
two-color counters
A Two-Digit Quotients SPI 0406.2.12
Get ConnectED
B Three-Digit Quotients SPI 0406.2.12
Leveled Worksheets Self-Check Quiz
C Division GLE 0406.1.8 Extend Worksheet Personal Tutor
Lesson Animations Virtual Manipulatives
D Quotients with Zeros SPI 0406.2.12
Daily Transparencies Graphic Novel Animation
E Divide Greater Numbers SPI 0406.2.12 Problem of the Day Math Song Animation
Hands-On Activity Tools and eGames
F Problem-Solving Investigation: Resources
Choose a Strategy GLE 0406.1.2

Understand Division 278B

 CHAPTE R

6
Planner
Vocabulary and Language Connections

Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition.
Get ConnectED Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.

compatible numbers Numbers in a problem quotient The result of a division problem.

or related numbers that are easy to work
with mentally.
Example: 720 and 9 are compatible
numbers for division because 72 9 = 8.
dividend A number that is being divided.
Example: 36 3 36 is the dividend.
Example: 36 3 = 12 12 is the
quotient.
remainder The number that is left after one
whole number is divided by another.
Example: 49 4 = 12 R1 1 is the
remainder.

divisor The number by which the dividend is

being divided.
Example: 36 3 3 is the divisor.

Activity
Display or write on the board various division problems, using both long division form and
horizontal division form. Have students identify each number by the correct name.
Example: 38 5 = 7 R3 38 is the dividend.
5 is the divisor.
7 is the quotient.
3 is the remainder.

Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/
Ask routine is printed on the back of each card.) ISBN: 978-0-02-101741-6 Copyright by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.
All rights reserved.

278C Understand Division

 ELL Support
Multi-Part
Lesson 1 Model Division Check with your school library or your local
public library for these titles. 0406.1.10
Level Activity Modality
AL Beginning Phonemics Auditory, Kinesthetic, Intrapersonal Multi-Part Lesson 1
OL Intermediate Recognize and Act It Out Kinesthetic, Interpersonal A Remainder of One
Background Knowledge Linguistic, Logical, Interpersonal Elinor J. Pinczes
BL Advanced
The Doorbell Rang
Extend Peer Tutoring Beyond Level
Pat Hutchins

Multi-Part
Lesson 2 Use Mental Math to Divide Multi-Part Lesson 2
The Great Divide
Level Activity Modality Dayle Ann Dodds
AL Beginning Word Recognition Visual, Linguistic, Logical
Multi-Part Lesson 3
OL Intermediate Memory Devices Auditory, Linguistic, Interpersonal
Chewing Gum
BL Advanced Listen and Write Linguistic, Intrapersonal, Social Elaine Landau
Extend Cooperative Learning Beyond Level Olympics
Dorling Kindersley DK Eyewitness Books
Multi-Part
Lesson 3 Divide Whole Numbers
Real-World Problem
Level Activity Modality Solving Library 0406.1.10
Background Knowledge Auditory, Visual, Social Math and Science: Solving the
* 

Beginning


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and extend problem-solving skills

Extend Cooperative Learning On and Beyond Level
and strategies.
Get ConnectED
Leveled for:
Find other English Language Learner strategies.
AL Approaching Level
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SP Spanish

ELL Resources For additional support, see the Real-World

Problem Solving Readers Teacher Guide.
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
English Learners and Mathematics: Best Multilingual eGlossary Reading and Language Arts Support
Practices for Effective Instruction by Visual Vocabulary Cards
Kathryn Heinze (pp. TR32TR33) Language Alerts (pp. 284, 289, 297) For activities to connect reading and language arts to this
Engaging English Language Learners in ELL Guide (pp. 4649, 7881) chapters math concepts, see Reading and Language Arts
Your Classroom by Gladis Kersaint Support in the Grade 4 Math Connects Program Overview.
(pp. TR34TR35)

Leveled Reader Database

Get ConnectED connectED.mcgraw-hill.com
Search by
Content Area Lexile Score
Guided Reading Level Benchmark Level

Understand Division 278D

 CHAPTE R

6
Planner
Learning Stations

LOGICAL
group

What Is the Difference?

Materials:
Divide students into groups of three. Each group should have a set
index cards
of three index cards. Label one dividend, one divisor, and one quotient.
Shuffle the cards and spread them facedown on the table. paper
pencils
Each group member picks one of the cards and then writes a definition for
the word he or she picked. Students share the definitions among the group.
Have each group draw a large long division house on a piece of paper.
Then, using their definitions to guide them, tell students to place each
word in its proper place with respect to the long division symbol.
31

VISUAL
SPATIAL
pair
pair

Studio Sharing
Materials:
Choose 24 artists from art books and make an artist card for each artist.
art books
Each partner can make 12 cards. Label each card with the artists name.
index cards
Suppose the artists are at a retreat and have to share studio space.
markers
Take turns rolling a number cube to see how many artists need to fit
into each studio. number cubes
pencils
Based on the number you rolled, how many studios will you need?
Model each studio by dividing the cards into groups. Is there a
remainder? If so, place those cards in a remainder studio.
32

LOGICAL
individual

Equal Representation
Materials:
In the United States, each state gets two representatives in the Senate. Voters are
card displaying number
divided up evenly into groups for representation in the House of Representatives.
Voting Group Size of students in the grade
Use base-ten blocks to model dividing the number of students in your
Number of Grade 4 base-ten blocks
grade evenly into groups for representation. You may round if the
Representatives Students paper
number of students in your grade is not evenly divisible.
Which numbers evenly divide into the number of students in your grade? pencils
See students work.
What voting group sizes result? See students work.
33

278E Understand Division

 LOGICAL
individual

Lab Division
Materials:
Design a science lab for your class to do a magnetism experiment.
Student counters
If each student has one lab partner, how many lab tables will you need? 3 1 Magnet
What about for teams of three? Model each division using counters. magnets
Student 1 Penny pennies
Choose the lab team size you want and draw the number of tables you 1
1 Paper Clip paper clips
will need for your lab on a piece of paper. Student
2 paper
Divide supplies for each team: magnets, pennies, and paper clips.
Write a lab list for each table, one of each item. If you expressed the pencils
total amount of each item as a dividend, what would be your equation?
34

SPATIAL
group

On Your Mark
Materials:
Mark out a relay race with four stations that takes 25 minutes to complete.
poster board
Then test it out.
markers
Divide students in your class into teams of 4.
masking tape
Make a chart on poster board with space to record each teams time for
stopwatches
running the relay race.
Record each teams time in seconds. Next, estimate how long it took each
team member to complete their leg of the race. Then explain how you
estimated each team members time.
35

LOGICAL
pair

Long Song Contest

Materials:

4
Music is divided into measures. If you know the number of beats, you can
05 number cubes

& 4 e ee e
figure out the number of measures in a song.
counters
Each partner rolls a 05 number cube three times to create a three-digit
number. The number you create is the number of beats in your song. paper
pencils
Find how many measures are in your song if it has 4 beats per measure.
You can use counters to model the division. You may end up with a
44bbeats = 11 measure
remainder, or partial measure. The person with the longer song wins. 654 beats = 163 measures

36

Understand Division 278F

CHAPTER 6 CHAPTE R

Introduce the Chapter

E Essential Questions
6 Understand Division
connectED.mcgraw-hill.com
co
onn
The
What are the limits of your knowledge about
dividing two-digit numbers by one-digit numbers? Investigate BIG Idea
How do I divide a
Answers will vary. Animations multi-digit
How does estimating quotients relate to the real Vocabulary
number by a
world? Sample answers: Estimating a quotient is useful one-digit number?
Math Songs
when an exact quotient is not needed or if there is not
enough time to find an exact quotient. Multilingual
eGlossary
How could you confirm a quotient to a division
problem? Sample answers: multiplication or
Learn
estimation Make this Foldable
Personal Tutor to help you organize
What strategies can be used to find the quotient information about
Virtual
of a division problem? Identify each strategys Manipulatives division. Begin
strengths and weaknesses. Sample answers: use with one sheet of e
Dividle Multi-Digit
Who ers Quotients
Audio 11 17 paper. de
l
Moision Nu m b
base-ten blocks; strength: easy to understand the Div

division process; weakness: base-ten blocks may not be Foldables

available; standard algorithm; strength: can be used in

any situation; weakness: many steps to remember Practice Review Vocabulary
raciones
Self-Check Practice fact family familia de ope
3 5 = 15 a group of
E WRITE MATH Have students write about when eGames
5 3 = 15
15
related facts
,
they might need to divide a multi-digit number by a 15 5 = 3 using the same
Worksheets 5
3 numbers
one-digit number. 15 3 = 5
Key Vocabulary
Assessment
Dinah Zikes
Espaol
Foldables English
divisor
divisor
Go to connectED.mcgraw-hill.com to provide students quotient
cociente
with directions to create their own Foldables graphic remainder
residuo
organizers for this chapter. Students may also use their dividendo
dividend
Foldables to study and review for chapter assessments.
278
When to Use It Lessons 1A1B, 2B, 3A3E (Additional
instructions for using the Foldable with these lessons are
found in the Mid-Chapter Check and Chapter Study Guide 278_280_C06_CO_103030.indd 278 3/1/10 2:02 P

and Review.) Chapter Project

Division Game Day Students set up game stations and play division games together.
Key Vocabulary In Musical Quotients, students walk around a line of 5 hula hoops on the floor as music
Introduce the key vocabulary in the chapter using the plays. When the music stops, the group rushes to divide itself evenly among the hula
routine below. hoops. If there are any remainder players, they are out. Take away a hula hoop each
Define: A remainder is the number that is left over after time until there is only one left. The students that are left when there is one hula hoop
one whole number is divided by another. remaining win.
Example: 20 divided by 6 is 3, with a remainder of 2. In Division Hangman, teams take turns writing division problems, leaving out one digit
Ask: Why do you sometimes get a remainder when you from the divisor, the dividend, or the quotient for the other team to guess. A wrong
divide? guess gets a part of the hangman drawn. Keep playing until one team completes the
hangman and loses.
Student Glossary
Graphic Organizer Refer to the Chapter Resource Masters for a rubric to assess students progress on this project.
Notetaking

278 Understand Division

 When Will I Use This?
When Will I Use This?
Ashley and Nicholas in
Field Trip Fun
Hey guys, Come on,
Does anyone
have any
Do you feed
all the animals
Field Trip Fun
lets go to the Ernie. Eat up! questions? in the zoo? Read the story. You may wish to use the blank Graphic
elephant exhibit
next! Novels provided in Hands-On Activity Tools and Resources
to help develop writing and speech skills.
Have student pairs read the story.
What do Ashley and Nicholas want to figure out?
Yeah! Look,
its feeding Sample answer: how many animals are in the exhibit
time!
How can they find the answer? Sample answer:
Field Trip Fun gather more information
Not all of them. Im one of the We share the work equally,
That would be way four zookeepers who are Who feeds so each zookeeper feeds Is there any extra or missing information? Explain.
too much for responsible for feeding the most the same number of
one person! all of the animals in the animals? animals every day. yes; how many of each animal there is
African Safari
exhibit. 0406.1.10 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.

For additional reading and language arts activities,

including support for reading a graphic novel, see Reading
and Language Arts Support in the Grade 4 Math Connects
Program Overview.

Cool! What other kinds of We also have Wow! How Animated Graphic Novel
animals do you have here in lions, tigers, cheetahs, many animals are
the African Safari giraffes, hippos, and in this exhibit? Visit connectED.mcgraw-hill.com to
exhibit? monkeys.
download the animated version of
Field Trip Fun.

Your Tthiusrn!
You willll sollve err.
er
problem in the chapte

Understand Division 279

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Available in
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English Spanish
Paul Giganti, Jr. See the Teacher Resource Handbook
pp. TR44-TR45.
Understand Division 279
 Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.

Text Option
Are You Ready for the Chapter?
SE Student Edition Are You Ready You have two options for checking
for the Chapter? Prerequisite Skills for this chapter.

O
Online Option Text Option Take the Quick Check below.

Take the Online Readiness Quiz.

Subtract.
1. 1,025 2. 2,642 3. 3,467 4. 1,193
-
6 -
8 - 29
- 54

1,019 2,634 3,438 1,139
5. 7,024 - 15 6. 1,331 - 17 7. 6,050 - 23 8. 9,986 - 49
7,009 1,314 6,027 9,937

9. There are 1,081 pages in Gerardos book. He has read 1,038 pages.
How many pages are left to read? 43 pages

Divide.
6 3
10. 2  12 3
11. 4  12 2
12. 6  40 5
13. 8 

14. 24 3 8 15. 30 5 6 16. 18 6 3 17. 49 7 7

18. Sharon has $32. She wants to buy CDs that cost $8 each. How
many can she buy? 4 CDs

Round each number to its greatest place value.

19. 83,011 20. 571,921 21. 564,895 22. 5,056,071
80,000 600,000 600,000 5,000,000

23. A zoo has 2,515 mammals and 3,496 animals that are not
mammals. About how many animals are at the zoo? 6,000 animals

Online Option Take the Online Readiness Quiz.

280 Understand Division

278_280_C06_CO_103030.indd 280 3/1/10 2:03 PM

280 Understand Division

2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to address Diagnostic Test
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Name

TIER
Date
Diagnostic Test

1 On Level OL 001_015_C06_101798.indd

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Date
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Subtract.

1. 3,428
- 51
2. 2,756
- 92
3. 7,619
- 39
1.
2.
3.
Are You Ready 4. 8,235 - 24

If students miss 36 in Exercises 123, Practice

for the Chapter?
5. 4,453 - 16
5.
4.

Subtract. 6. There are 30 days

in April. Today is April
days are left in April? 7. How many 6.
1. 2,246
2. 3,194
- 905 3. 6,007
- 866 4. 9,550
-3,644
-5,702 Divide.

Then choose a resource: 5. There are 480 new

crayons in a box. Tyler
How many crayons are
still new?
has used 195 of them. 7. 2

5 8. 4

6 9. 5

8 7.
Divide.
10. 9 4 8.
6. 5

6 7. 3


Learning Stations (pp. 278E278F)

7 8. 7

9

TE
9.
11. 3 2
9. 5 4 =

Copyright Macmillan/McG
10. 9 4 = 10.
12. There are 4 bowls

Companies, Inc.
11. 8 3 = and 28 coins on a table. 11.
12. 11 2 = equal amount of coins If an
are put in each bowl, 12.
many coins will be in how

Are You Ready? Practice

13. If there are 5 cups

Hill, a division of The McGraw-Hill

and 40 ounces of juice,
how many ounces of each bowl?
juice can be poured into
each cup?

raw-Hill, a division of The

Round each number Round each number
to its greatest place
value. to its greatest place
value.
14. 615,281
13. 356,437

Get ConnectED

Copyright Macmillan/McGraw-
Self-Check Quiz
15. 8,987,375 13.

McGraw-Hill Companies,
16. 564,209 14. 5,124,671
17. There were 4,390
14.
people at the football
at the soccer game. About game and 2,760 people 15. 723,987
how many people were
at both games?
15.

Inc.
16. There are 121 rows
of corn and 354 rows
in a field. About how of soybeans 16.
many rows of vegetable
Grade 4 Understand
Division in the field? s are
5 8
Grade 4 Understand
Division

TIER Strategic Intervention

2 approaching grade level
AL 001_015_C06_101798.indd

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Are You Ready

If students miss 714 in Exercises 123, Review
for the Chapter?

Example:
912
6,/
027
/
-1,943 Remember
5,084 to regroup

Then choose a resource: Subtract.

1. 1,269
- 742 2. 1,178
- 509

Strategic Intervention Guide (pp. T10, T1215, T20, 3. 2,347

- 980 4. 4,269
- 412

T56T59, T62, T86T87) 5. 7,363

Copyright Macmillan/McGraw-
- 3,407 6. 8,014
- 5,609

7. 7,311
- 188 8. 5,447

Are You Ready? Review

- 3,521

Hill, a division of The McGraw-Hill

9. 8,610
- 436 10. 9,500
- 4,720

Get ConnectED Lesson Animations

Divide.
Companies, Inc.

11. 20 5 =
12. 36 6 =

13. 90 9 =
14. 45 5 =
6
Grade 4 Understand
Division

TIER Intensive Intervention

3 2 or more years below grade level

If students miss 15 or more in Exercises 123,

use Math Triumphs, an intensive math intervention

Then
program from McGraw-Hill
Chapter 4 Introduction to Division

Beyond Level BL 001_015_C06_101798.indd

Page 7 11/25/09 5:52:08 PM u-s008
/Volumes/114/GO00397/GO003
97_Math_Connects_CRM_NA_G4
%0/XXXXXXXXXXXX
XXX_SE/Appli...

Name
Date

Are You Ready

If students miss 2 or less in Exercises 123, Apply
for the Chapter?

Subtract.

1. Georgias family traveled

a total of 2,056 miles
drove 906 miles the first on vacation. If they
week, how many miles
second week? did they drive the

Then choose a resource:

2. Brynns father is buying
a car for $9,999. He has
for $250 off the price a rebate coupon
of the car. How much
will he pay for the car?

Divide.

TE Chapter Project (p. 278) 3. There are 5 granola

bars and 4 people. If
amount, how many whole they each have an equal
granola bars can each
person have?
Companies, Inc.

4. Hyacinth has $24.

She wants to buy books
many books can she that cost $7 each. How
buy?
5. Autumn has 9 plates

Are You Ready? Apply

Hill, a division of The McGraw-Hill

that she wants to stack

puts an equal amount on two shelves. If she
of plates on each shelf,
can she put on each shelf? how many plates

6. A teacher has 6 pencils

and 4 students. If she
an equal amount of pencils, gives each student
how many pencils will
have? each student

Get ConnectED
Copyright Macmillan/McGraw-

eGames: Number Voyage- Round each number

to its greatest place
7. Elias collects stamps
coins. About how many
value.

and coins. He has 1,309

stamps and 1,870

Divide by Multiples of 10
total items does Elias
collections? have in his

8. There are 17,150 people

in Sunset, Florida, and
Surfside, Florida. About 4,909 people in
how many people live
in both cities?
Grade 4 Understand
Division

Understand Division 280A

Multi-Part
Lesson 1 Model Division
Planner
PART A PART B
PART
A Model Division Title / Main Objective Model Division Division with Remainders
(pp. 281282) (pp. 283285)
B Division with Remainders

C Problem-Solving Strategy: Explore dividing by one-digit numbers. Carry out division with and without
Guess, Check, and Revise remainders.

Standards GLE 0406.1.8, SPI 0406.2.12 GLE 0406.2.2, SPI 0406.2.12, GLE 0406.1.7

E Essential Question Vocabulary divisor, quotient,

q remainder
How can models be used to understand
remainders in division? Sample answer: Use Visual Vocabulary Cards 18, 57, 62
a manipulative to model the dividend. Then
separate the dividend into equal groups.
Materials/ base-ten blocks, counters index cards
Any remaining ones are the remainder. Manipulatives

Focus on Math Background Resources Get ConnecttED Get ConnecttED

In a previous chapter, students learned the 0406.1.10 Explore Worksheet Leveled Worksheets
basic division facts and were also introduced Lesson Animations VVisual Vocabulary Cards
to the following properties of division:
VVirtual Manipulatives Lesson Animations
Zero divided by any number, except 0, is 0
Daily Transparencies
(0 a = 0).
Problem of the Day
It is not possible to divide by 0. Self-Check Quiz
Any number, except 0, divided by itself is 1 Personal Tutor
(a a = 1). VVirtual Manipulatives
In this multi-part lesson, students will use these Graphic Novel Animation
properties and basic facts to explore simple Math Song Animation: Divide It Up!
division problems, some of which have Hands-On Activity Tools and Resources
remainders. It is important for students to
understand that the amount remaining when
a number cannot be divided into equal groups
(the remainder) can be handled in different
ways, depending on the context of the Blended Approach IMPACT Mathematics: Unit A-4
problem: Refer to the Blending
Sometimes the amount remaining is Math Connects and
dropped. IMPACT Mathematics
guide for detailed
Sometimes the quotient is raised to the next lesson plans.
number.
Sometimes the remainder is part of the
answer.

Suggested Pacing (11 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B A B C D E F SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1

281a Understand Division

 Model Division

PART C Notes
Problem-Solving Strategy Title / Main Objective
Guess, Check, and Revise
(pp. 286287)

Solve problems by using the guess,

check, and revise strategy.

GLE 0406.2.6, SPI 0406.2.10 Standards

Vocabulary

play money Materials/

Manipulatives

Get ConnecttED Resources

Leveled Worksheets 0406.1.10

Lesson Animations
Daily Transparencies
Problem of the Day
Personal Tutor
RWPS: Solving the Pyramid Puzzle

Blended Approach

Understand Division 281b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 1B Option 1 Use with 1B

Hands-On Activity Hands-On Activity
Materials: paper, play money, pencils Materials: paper, pencils
Use play money (bills) to model how to solve 31 5. 6 R1 Have students write two division problems
that have two-digit dividends and one-digit
Then give students play money to use when solving the
divisors. The quotient of both problems
exercises in this lesson.
should be a one-digit number.
One of the problems should have a
remainder and the other should not.
Repeat this activity, only this time the quotients should be
two-digit numbers.
Have students explain how they chose their dividends,
divisors, and quotients for all of the problems they wrote.
Option 2 Use after 1C
Hands-On Activity
Materials: paper, pencils Option 2 Use after 1C
Students who struggle with guessing the correct answer in a Hands-On Activity
timely manner may use estimation as a basis for making an Materials: two 05 number cubes
educated guess. Have students work in pairs.
Have students solve the following word problem using Instruct students to take turns rolling the 4 3
estimation to help them correctly guess the answer: number cubes and giving the clue the

5
A boy scout troop sold $67 worth of tickets to a car wash.
Tickets for compact cars cost $5 and tickets for larger vehicles
sum of the numbers is
1 4
5
Their partner attempts to guess the two numbers.
cost $7. If 11 tickets were sold, how many of each type of If there are two different possible values, have
ticket did they sell? 5 compact car tickets and 6 larger vehicle the partner give another clue. Example: The difference of
tickets the number is

Other Options
TE Learning Station Cards 32 and 33
Other Options Get ConnectED Lesson Animations, Virtual Manipulatives,
TE Learning Station Card 31 Math Song Animation: Divide It Up!
Get ConnectED Lesson Animations, Virtual Manipulatives,
Math Song Animation: Divide It Up!

281c Understand Division


Beyond Level BL
Option 1 Use with 1B
Hands-On Activity
Materials: paper, pencils
Tell students that in mathematics, divisibility
rules exist. One of these rules is divisibility
by 5, which states: Any division problem
with a divisor of 5 whose dividend ends in
0 or 5 will not have a remainder.
Demonstrate using the division algorithm
for the following problems: 95 5 and 70 5. 19; 14
Is this rule true for three-digit dividends? four-digit
dividends? yes; yes
Is this rule true for all dividends, no matter how great?
yes
Examine when you divide two-digit numbers by 2.
What is the divisibility rule for dividing by 2?
Sample answer: Any even number, or number that ends in
0, 2, 4, 6, or 8, is divisible by 2.
Option 2 Use after 1C
Hands-On Activity
Materials: paper, pencils
Ask students to revisit Exercise 5 and
answer the following question:
What are some other combinations you
could make and still have 64 legs
altogether? 12 dogs and 8 owners;
13 dogs and 6 owners; 14 dogs and
4 owners; 11 dogs and 10 owners
Other Options
TE Learning Station Card 34
Get ConnectED Lesson Animations, Virtual Manipulatives,
Math Song Animation: Divide It Up!
Differentiated Instruction
English Language Learners ELL
This strategy helps English Learners learn and use language
required to understand one-digit quotients.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
AL Beginning
Phonemics Pronounce /sh/ in quotient and other key terms.
Write and say, share, sharpen, she, shed, shell, shes, sheet
(of paper), should, shouldnt, show. Underline /sh/ as
students repeat. Repeat, writing math terms (quotient,
addition, and so on). Say, Quotient. When ti is followed by a
vowel, the sound is /sh/.
Call out terms. Have students tap the desk when they hear a
math term with /sh/ (shape, subtraction, fraction, and so on).
OL Intermediate
Recognize and Act It Out Understand remainder.
Organize the class into equal groups with
one or two remainder students.
Line up equal groups in an array. Point
to the ungrouped student(s). Say,
Remainder.
Allow students to create a division
problem and define the remainder.
Stress the terms that match the model.
BL Advanced
Background Knowledge Use suffixes -er and -or.
Write divisor and remainder. Circle the suffixes. Say, Suffixes
can change a verb to a noun (the act of, to something/
someone who) Brainstorm examples (teach/er, act/or).
Note that nouns ending in -or frequently have the same
meaning in Spanish.
Have student pairs write complete sentences using both forms
of the root word. Then tell pairs to read each other the
sentences, listening and checking for correct use.
Extend
Working silently, a student divides a group (with or without a
remainder). A partner mentally solves the model and writes the
matching equation. The English Learner checks answers. Repeat.
Understand Division 281d
 Obse
r va
Tip
AssessmPernotjects
It is im tion
portant Journ
concep that stu al
Group
to d ents un
algorith f division bef derstan
ts to work
studen use is t
m (rule
)
ore the
y learn
d the
topic for vide he obs for dividing. A the
a g re a t jects. Pro designa erv te
Division is to create group pro c t. Each ted in t ation journal. chnique to
on r its proje Keep n he jour Have a
together pic id e a s fo
ng its ot nal pa
g ro up with to le fo r presenti classroo es of what stu for each stud ge
e a c h o n s ib group dents a ent.
o u ld be resp lass. Provide each decide
m for 1
0 re
gro u p w
e whole c group me
mbers which s minutes. You doing in the
s to th o th e observe tud will nee
find in g
tion rubri
c s
the proje
ct on whic ents you are d
p re s e n ta s a re fo r observa h days. going t to
with a ectation tion. tion, as As part o
at the exp ed for the presenta questio k of your
k n o w w h
uir ns to a each student
riteria req unders scertain probing
and the c tan wh
sure yo d the concep ether they
u recor t of div
each st d ision. M
udent. the date that ake
This sh y
which s
tudents ould he ou observed
unders s lp y
tanding till need assis ou determine
moving the tan
on to th concept of d ce in
e algor ivision
ithm. before

Professional Development
What are purposeful, flexible
instructional groups? Notes
Instructional groups are purposeful when
students are grouped together for a reason.
Perhaps all of the students in the group have
the same misconception. The teacher may
group the students together to provide targeted
instruction aimed at repairing the misconception.
Or perhaps all of the students in the group are
auditory learners. The teacher may group the
students together to help them learn a new
concept via their learning preference. In
addition to being purposeful, the instructional
groups also need to be flexible. The groups are
not stagnant because the students in the
groups change. Based on the daily formative
assessment data, students may work in one
group one day and work with a different group
the next day. Or students may change groups
during the lesson depending on their needs.
For more information see, Differentiating
Mathematics Instruction: Real Questions and Honest
Answers, by Jennifer Taylor-Cox in the Teacher
Resource Handbook, pp. TR30TR31.

Multi-Part
Lesson 1 Model Division
PART A B
Main Idea
I will explore dividing
by one-digit numbers.
Materials
base-ten blocks
Get ConnectED
GLE 0406.1.8
Use technologies/
manipulatives
appropriately to develop
understanding of
mathematical algorithms,
to facilitate problem
solving and to create
accurate and reliable
models of mathematical
concepts. SPI 0406.2.12
Solve problems using
whole number division
with one- or two-digit
divisors.
281_282_C06_EXP_103030.indd 281
Use Virtual Manipulatives on an interactive whiteboard to guide students
through Activities 1 and 2. You may want to model how to solve additional
division problems for struggling students.
1
Multi-Part
Model Division
Lesson
C PART A B C
PART
Model Division A
In division, the dividend is the number that is being
divided. The divisor is the number that divides the Model Division
dividend. The quotient is the result or answer.
So, 24 6 = 4 would be Objective
written as shown. 4 quotient
6

24 Explore dividing by one-digit numbers.
divisor dividend
Resources
Manipulatives: base-ten blocks, counters
F
Find 39 3. Explore Worksheet
Step 1 Model the dividend, 39. Get ConnectED
Use 3 tens and 9 ones
to show 39.
Step 2 Divide the tens. GLE 0406.1.8 Use technologies/manipulatives
1
The divisor is 3. So, appropriately to develop understanding of mathematical
3

39
divide the tens into algorithms, to facilitate problem solving and to create
3 equal groups. There accurate and reliable models of mathematical concepts.
is a ten in each group. SPI 0406.2.12 Solve problems using whole number division
with one- or two-digit divisors.
Step 3 Divide the ones.
Divide the ones into 13
3 equal groups. There 3

39 1 INTRODUCE
are 1 ten and 3 ones
in each group. So, Introduce the Concept
39 3 = 13. Give each student 12 counters and tell students to
So, the quotient
nt is 13.
separate the counters into groups of 4.
How many groups of counters do you have?
3 groups
How many counters are there in each group?
4 counters
Point out that they are modeling 12 4 = 3.
What happens if you separate the 12 counters into
groups of 5? Sample answer: You get 2 groups with
Lesson 1A Model Division 281 2 counters remaining.
Explain that the 2 remaining counters are called
3/1/10 2:03 PM
remainders.
Lesson 1A Model Division 281
 2 TEACH
Find 68 5.
Activity 1 During Step 1, make sure students have
Step 1 Model the dividend, 68.
modeled the dividend correctly. During Steps 2 and 3, Use 6 tens and 8 ones to
check students work to make sure they have separated show 68.
their tens and ones into equal groups. Then point out that
Step 2 Divide the tens.
the quotient represents the amount in each equal group. The divisor is 5. So, divide 1
the tens into 5 equal groups. 5

68
Have students check their work by using base-ten blocks There is a ten in each group.
to model the inverse operation or repeated subtraction. Step 3 Divide the ones.
Divide the ones into 5 equal Regroup 1 ten as ten ones.
Activity 2 Continue this activity in the same manner. groups. There is 1 ten and
Some students may need help during Step 2 with 3 ones in each group. There
13 R3
are 3 ones left over. The ones
regrouping the leftover ten as 10 ones. Have students 5

68
left over are called the
check their division by modeling multiplication or repeated remainder. The 3 is the
subtraction. remainder.
So, 68 5 = 13 R3.

About It About It
Assign the exercises in the Think About It section to 1. How would you use base-ten blocks to find 58 4? 1, 2. See margin.
assess student comprehension of the concepts presented
2. Explain what it means to have a remainder when dividing.
in the Activities.

and Apply It
3 PRACTICE Write the division expression shown by each model.
Then divide.
Use the Practice and Apply It Exercises to assess whether 3. 45 3; 15 4. 57 4; 14 R1
students can model and solve problems that involve
dividing by one-digit numbers.
For more practice of the concepts presented in this Explore
lesson, see Explore Worksheet.
Use models to find each quotient. 58. See Answer Appendix for models.
5. 36 2 18 6. 48 3 16 7. 57 4 14 R1 8. 77 5 15 R2

4 REFLECT AND CLARIFY 9. E WRITE MATH Explain how to use models to find 79 6. See margin.

When modeling division with base-ten blocks, when
do you regroup? Sample answer: when a digit in a
given place value does not divide equally into the
281_282_C06_EXP_103030.indd 282
number of equal groups set by the divisor
When does a remainder occur? Sample answer:
when the dividend cannot be divided equally into the
number of groups designated by the divisor
From Concrete to Abstract Use the Write Math Exercise
to determine if students have an abstract understanding of
modeling a division problem.
Extending the Concept BL
When might you have a remainder of 5? when the
divisor is greater than 5
282 Understand Division
2
3/1/10 2:03 P
Additional Answers
1. Sample answer: 5 tens and 8 ones to model 58, then 1 ten needs to be broken
into 10 ones, so 10 more ones are needed, then continue dividing
2. Sample answer: In division, a remainder occurs when there are remaining ones
after the division has taken place.
9. Sample answer: Use 7 tens and 9 ones base-ten blocks to model 79. Divide the
tens into 6 equal groups. Divide the ones into 6 equal groups. There is 1 one
remaining. So, 79 6 = 13 R1.

282 Understand Division

 1
Multi-Part
Model Division
Multi-Part
Lesson 1 Model Division
Lesson

PART A B C PART A B C

Main Idea
Division with Remainders PART Division with
I will carry out division
with and without
B Remainders
remainders. You have used models and fact families to divide. You can
also use paper and pencil. The answer to a division problem
Vocabulary
V is called a quotient . Objective
quotient
Carry out division with and without remainders.
remainder
divisor Remainders
R
SCHOOL Mr. Heins class
Vocabulary
Get ConnectED
is going to a natural history quotient
museum. Each seat on the
bus can hold 2 people. There
remainder
GLE 0406.2.2
Develop fluency with
are 29 students and 8 adults. divisor
multiplication and single- How many bus seats are
digit division. needed for the field trip?
SPI 0406.2.12 Solve
problems using whole There are 37 people. Each seat holds 2 people. Find 37 2.
Resources
number division with one-
or two-digit divisors. Also Materials: index cards, WorkMat 5: Centimeter Grid
Step 1 Divide the tens. 37 Can 3 tens be divided
2

addresses GLE 0406.1.7.
equally into groups of 2? from Hands-On Activity Tools and Resources p. 78
1 There is 1 ten in each group. Leveled Worksheets
Put 1 in the quotient over
2

37 the tens place.
Get ConnectED

Step 2 Multiply, subtract, 1

and compare. 37 Multiply. 2 1 = 2
2

-2 Subtract. 3 - 2 = 1 GLE 0406.2.2 Develop fluency with multiplication

1 Compare. 1 < 2 and single-digit division. SPI 0406.2.12 Solve problems
using whole number division with one- or two-digit divisors.
Step 3 Bring down the 1 Also addresses GLE 0406.1.7.
ones. 37 Bring down 7 ones.
2

-2

17
There are 17 ones in all.
1 INTRODUCE
Step 4 Divide the ones. 18 Divide. 16 2 = 8 Activity Choice 1: Hands-On
2

37 Put 8 in the quotient Choose 5 student volunteers to come to the front of
-22 over the ones place.

Multiply. 2 8 = 16
the room.
17
____
-16 Subtract. 17 - 16 = 1 Tell students that you have 23 index cards and that you
Checks for Understanding 1 18 seats are full.
0406.2.14 Understand the role So, 19 seats are needed.
are going to deal the cards to the students.
One seat has 1 person.
of the remainder in division.
Explain that after you hand out the cards, each student
in the group will have the same number of cards and
Lesson 1B Model Division 283
any leftover cards will be placed in a leftover pile. Deal
the cards.
283_285_C06_L01_103030.indd 283 3/2/10 7:10 AM Write 23 5 = 4 R3 on the board. Tell students that
Building Math Vocabulary this number sentence can be used to represent the
Write the lesson vocabulary words and their definitions on the dealing of the cards. Explain that R stands for remainder
board. and represents the number of leftover cards.
Write the following sentence on the board: When a dividend Divide students into groups and repeat this activity.
is divided by a divisor, the answer is called a quotient. Give each group a different number of cards. Have
Then write this problem on the board: When a dividend of them write a division sentence to represent their results
24 is divided by a divisor of 3, the quotient is 8. Have students and have groups share their results with the class.
rewrite the sentence as the number sentence 24 3 = 8.

Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce
the vocabulary introduced in this lesson
in English and Spanish. (The Define/
Example/Ask routine is printed on the
back of each card.)
ISBN: 978-0-02-101741-6 Copyright by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.
All rights reserved.

Lesson 1B Model Division 283

Activity Choice 2: Active Math When a remainder occurs, there is a quantity left over that
cannot be divided equally into the number of groups set by the
Tell students to divide themselves as equally as possible divisor . You can interpret the remainder in division problems.
into two groups. Then write a division sentence on the
board to represent the situation.
Remainders
R
If there is an uneven number of students, tell the class
that 1 student remains or is a remainder. MONEY Manuel wants to buy 4 comic books that each
cost the same amount. If the total cost is $74, how much
Next, tell students to divide themselves as equally as does each book cost?
possible into three groups. The total cost is $74. Each comic book costs the same amount.
What division sentence represents this situation? So, divide $74 by 4 to find how much each book will cost.
Answers will vary. Step 1 Divide the tens. Step 2 Divide the ones.
Again, if there are extra students tell the class that these 1 Divide. 7 4 = 1 18 R2 Bring down the ones.
To check a division
students remain or are remainders. answer, multiply the $74
4
 So, put 1 in the $74
4
 Divide. 34 4 = 8
quotient by the divisor. -4 quotient over the -4 Put 8 over the ones
Repeat by having students divide themselves into
tens place.
place.
18 3 34
different numbers of groups. 4 Multiply. 4 1 = 4 ____
-32 Multiply. 4 8 = 32

72 Subtract. 7 - 4 = 3 02 Subtract. 34 - 32 = 2
+ 2 Add the
Compare. 3 < 4 Compare. 2 < 4
74 remainder.
Remainder = 2
2 TEACH So, each comic book will cost a little more than $18.

Scaffolding Questions Check The model shows that $74 4 is a little more than $18. 

Have students use mental math to answer the following

questions about dealing a set of 17 cards to a group
of 3 students.
How many cards are being given out? 17 cards
How many equal groups will there be? 3 groups
After the cards are given out, how many cards will
each student have? 5 cards
How many cards will be remaining? 2 cards Divide Copy and complete each exercise.
Divide. exercise
Write a number sentence to represent this division Check each answer. See Examples 1 and 2
problem. 17 3 = 5 R2 1. 1 13 2.  R 11 R4 3. E TALK MATH Why is the remainder
26
2
 5

59 always less than the divisor? Sample
-

-

answer: If the remainder is greater
6 9 than the divisor, then the quotient
- - should be larger.

Jose wants to replace 32 buttons on his school  
uniform shirts. Each package contains 6 buttons.
How many packages of buttons does he need 284 Understand Division
to buy? Since 32 6 = 5 R2, he needs to buy 6
packages of buttons. 283_285_C06_L01_103030.indd 284 3/1/10 2:12 P

ELL
Markus wants to go to the go-cart park with his
Extend Vocabulary Students may need direct instruction to
friends. The group rate is $63 for 5 guests. How
understand the simile as equally as possible. Allow advanced
much will each person need to pay for his or
English learners to translate the meaning.
her share of the group price? 12 R3, or a little
more than $12

IWB INTERACTIVE WHITEBOARD READY

As a class, have students complete the Check What You

Know Exercises as you observe their work.

E TALK MATH Use the Talk Math Exercise to assess

student comprehension before assigning the practice
exercises.
284 Understand Division
 EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2.
AL Alternate Teaching Strategy
Divide. Copy and complete each exercise.
If students struggle with carrying out
Check each answer. See Examples 1 and 2
division with and without remainders . . .
4. 1
5.

6. 1
R
7.

R

2 
28 4 
48 5 
53 6 
67 Then use one of these reteach options:
-
-
-
-



8


3
7 1 Reteach Worksheet
AL
-

-

-
-



14
12
10 R3
11 R1 2 IWB Virtual Manipulatives Use the virtual
base-ten blocks to reteach the concept.
33 11
8. 3  26 13
9. 2  73 10 R3
10. 7  96 10 R6
11. 9 
3 Use Grid Paper Tell students to use centimeter
12. 64 2 32 13. 69 3 23 14. 77 3 25 R2 15. 99 4 24 R3 grid paper to line up digits according to place
16. Marlene makes $4 an hour 17. Seven scouts need to sell 75 boxes value in each step.
babysitting. If she earned $48, how of cookies. Each scout gets the same
many hours did she babysit? number of boxes. How many boxes
12 hours will be left to sell? 5 boxes
Use the information to solve the problem. 3 PRACTICE
Field Trip Fun Trip Fun
Field Differentiate practice using these leveled assignments for
There are eight lions, the exercises in Practice and Problem Solving.
Field Trip FunfourRemember,
zookeepers are
four tigers, five cheetahs,
six giraffes, seven hippos
responsible for feeding and 78 monkeys in
all of the animals in the the exhibit.
African Safari Level Assignment
exhibit.
AL Approaching Level 46, 810, 1214, 1620
OL On Level 57, 914, 1620
BL Beyond Level 57, 911, 1320

18. If each of the four zookeepers feeds the same number of animals Animated Graphic Novel
not including the elephants, how many animals does each Rewatch Field Trip Fun.
zookeeper feed? Explain. 27 animals; 8 + 4 + 5 + 6 + 7 + 78 = 108; 108 4 = 27

E TALK MATH Discuss how changing the graphic

19. OPEN ENDED Identify a two-digit dividend that will result novel slightly would affect the math that is used in this
in a quotient with a remainder of 1 when the divisor is 4. Sample answer: 49 graphic novel.
20. E WRITE MATH When you divide a number by 6, can the Sample answer: no;
remainder be 6? Explain. The remainder is always less than the divisor.
4 ASSESS
Lesson 1B Model Division 285
Formative Assessment
Explain why the quotient of 29 2 has a remainder.
283_285_C06_L01_103030.indd 285 3/1/10 2:12 PM
29 cannot be divided evenly by 2.
Have students write about how
what they learned in todays lesson will help them divide greater
numbers. Are students continuing to struggle
with carrying out division with and
without remainders?

! COMMON ERROR!
During Small Group Instruction

Exercises 6, 10, and 11 Students often forget to write the zero If Yes AL Daily Transparencies
in the quotient. Remind students to check their answers with AL Differentiated Instruction Option 1 (p. 281c)
multiplication. AL Strategic Intervention Guide (pp. T86T87)

If No OL Differentiated Instruction Option 1 (p. 281c)

BL Differentiated Instruction Option 1 (p. 281d)
OL Skills Practice Worksheet
BL Enrich Worksheet

Lesson 1B Model Division 285

 1
Multi-Part
Model Division
Lesson Multi-Part
Lesson 1 Model Division
PART A B C PART A B C

PART Problem-Solving Strategy: Guess, Check, and Revise

C Problem-Solving Strategy: Main Idea I will solve problems by using the guess, check, and revise strategy.

Guess, Check, and Revise R

Ruben bought 3 gifts for his sisters. Two
o
of the gifts cost the same. The other gift
Objective costs $3 more than the other two. If the
total amount of money spent was $27,
Solve problems by using the guess, check, and how much did each gift cost?
revise strategy.
Understand What facts do you know?
Resources There are 3 gifts, and two gifts cost the same.
Manipulatives: play money One gift is $3 more than the other two.
Leveled Worksheets Ruben spent $27 on all 3 gifts.

Get ConnectED What do you need to find?

the cost of each gift

Plan You can guess and check to solve the problem.

GLE 0406.2.6 Solve problems involving whole
numbers, fractions, and/or decimals using all four arithmetic Solve $27
operations. Also addresses SPI 0406.2.10. gift gift (gift + 3)

? ? ?

1 INTRODUCE Start with numbers less than $10 because $10 3 = $30
and the total is less than $30.
Activity Choice 1: Review Try $9. $9 + $9 + ($9 + $3) = $30 No, too large. Revise your answer.
Divide students into groups of 3 or 4. Give each group Try $8. $8 + $8 + ($8 + $3) = $27 Yes
a set of play coins and ask them if it is reasonable to So, two gifts cost $8 each and the third gift costs $8 + $3,
say that the value of 6 coins can equal 43. yes; or $11.
1 quarter + 1 dime + 1 nickel + 3 pennies = 43 Check Subtract the cost of each gift from the total cost.
What strategy did you use to solve this problem? First gift: $27 - $8 = $19
Sample answer: reasonable answers Second gift: $19 - $8 = $11
Third gift: $11 - $11 = $0

Activity Choice 2: RWPS Reader So, the answer is correct.

Read Solving the Pyramid Puzzle as a class. While GLE 0406.2.6 Solve problems involving whole numbers, fractions, and/or decimals using all four
arithmetic operations. Also addresses SPI 0406.2.10.
reading page 5, guide students in answering the
following questions. 286 Understand Division
How many yards shorter is the height of
Menkaures Pyramid today than it was originally?
286_287_C06_PSS_103030.indd 286 3/10/10 3:00 PM
5 yards
Find the difference of todays heights and the
AL Alternate Teaching Strategy
original heights of the other two pyramids. Hint: If students struggle with solving problems by using the guess, check,
Round any decimals to the nearest whole numbers. and revise strategy . . .
Khafres Pyramid: 8 yards; Khufus Pyramid:
10 R1 yards Then use one of these reteach options:
What skill or strategy can be used to find the
1 Reteach Worksheet
AL
answers? Sample answers: estimate or exact answer
or choose an operation 2 IWB Personal Tutor Have students use Personal Tutor to reteach the
concept.
3 Make a Table or List Have students make a table or make a list of the
guesses they have made. Also suggest that they tell whether their guesses
2 TEACH were too large or too small.
Have students read the problem on the student page.
Guide them through the problem-solving steps.

286 Understand Division



indicates multi-step problem
Refer to the problem on the previous page. 1, 2, 4. See Answer Appendix.
1. Explain why gift + gift + (gift + $3) is
used to solve the equation.
2. Explain why the first guess was $9
instead of a smaller number.
Solve. Use the guess, check, and revise strategy.
5. Kendra took photographs at the park.
She photographed 20 dogs and
owners in all. If there was a total of
64 legs, how many dogs and owners
were there? 12 dogs and 8 people
6. Measurement Corrine is making
twice as much fruit punch as
lemonade. She is making 12 gallons
total. How many gallons will be fruit
punch and how many will be
lemonade?
fruit punch: 8 gal; lemonade: 4 gal
7. BAR DIAGRAM Theo lives twice as far
from Cassidy as Jarvis. How far do
Theo and Jarvis live from Cassidy?
Jarvis Cassidy Theo
9 miles
Theo: 6 miles; Jarvis: 3 miles

8. The total number of tickets sold for a
play was 450. On Friday, 150 tickets
were sold. Fifty more tickets sold on
Saturday than on Sunday. How many
tickets sold on Saturday and Sunday?
See Answer Appendix.
286_287_C06_PSS_103030.indd 287
! COMMON ERROR!
Exercise 5 Students are often overwhelmed by the information
and cannot give a first, logical guess. Encourage them to focus
on the understand part of the four-step problem-solving plan.
Multi-Part Lesson 1 What are the limits of your knowledge about dividing
two-digit numbers by one-digit numbers? Answers will vary.
Checks for Understanding
0406.2.13 Solve multi-step problems
of various types using whole numbers, Understand Using the questions, review what
fractions, and decimals.
students know and need to find.
3. Suppose Ruben spent $39 on the Plan Have them discuss their strategy.
gifts. How much did each gift cost?
$12, $12, and $15 Solve Guide students in using the guess, check, and
4. Explain how you found the answer
revise strategy to solve the problem.
to Exercise 3.
What is the total cost of the 3 gifts? $27
EXTRA 0R
P !C
2A # TI #E
4) C % What is the greatest amount any one gift can be
Begins on page EP2.
if the same amount is spent on each? Explain.
$9, because 3 $9 = $27

9. At a zoo gift shop, Jeffrey bought two
When you try $9, what do you get for the total
of the items shown. He gave the
cashier $20 and received $4 in cost? $30
change. Which two items did he buy? How should you change your next guess? Explain.
Sample answer: Decrease the guess and try $8
because $9 was too great.
Check Have students look back at the problem to make
sure that the answer fits the facts given.
hat and mug
Analyze the Strategy Use the Extend Exercises to
10. Algebra Denzell and Marco collect
miniature cars. Marco has 37 fewer
analyze and discuss the problem-solving strategy.
cars than Denzell. They have 249 cars
altogether. How many cars does each
boy have?
Denzell: 143 cars; Marco: 106 cars 3 PRACTICE

11. Mirnas basketball team
has played 14 games.
Using the Exercises
They have lost and Exercise 8 Watch for students who add 50 tickets to
tied an equal number Fridays number rather than using the 50 tickets to show
of times. They have
the increase for Saturday and Sunday.
won 5 times as many
games as they have lost. How many
games have they won, lost, and tied?
10 wins, 2 losses, 2 ties
12. E WRITE MATH Explain what it
4 ASSESS
means to solve a problem by guess
and check.
Formative Assessment
See Answer Appendix. Explain what to do when you use the guess, check, and
Lesson 1C Model Division 287 revise strategy and your first guess does not solve the
problem. Sample answer: Change your next guess by
raising or lowering the values depending on whether the
3/1/10 2:15 PM
first try was too high or too low.
Are students continuing to struggle
with solving problems by using the
guess, check, and revise strategy?
During Small Group Instruction
If Yes AL Daily Transparencies
AL Differentiated Instruction Option 2 (p. 281c)
If No OL Differentiated Instruction Option 2 (p. 281c)
BL Differentiated Instruction Option 2 (p. 281d)
OL Skills Practice Worksheet
BL Enrich Worksheet
Lesson 1C Model Division 287
Multi-Part
Lesson 2 Use Mental Math to Divide
Planner
PART A PART B
PART
A Divide Multiples of 10, 100, and 1,000 Title / Main Objective Divide Multiples of 10, 100, and Estimate Quotients (pp. 292294)
1,000 (pp. 288291)
B Estimate Quotients
Use basic facts and patterns to divide Estimate quotients.
mentally.

E Essential Question Standards GLE 0406.2.2, GLE 0406.1.5 GLE 0406.1.2

How can multiples of 10, 100, and 1,000 be

Vocabulary dividend compatible
p numbers
used to estimate quotients? Sample answer:
Thinking of related multiplication facts that
include multiples of 10, 100, and 1,000 can be Visual Vocabulary Card 16
helpful when estimating quotients.
Materials/ base-ten blocks multiplication and division flash cards
Focus on Math Background Manipulatives
Students will begin this multi-part lesson by
Resources Get ConnecttED Get ConnecttED
dividing multiples of 10, 100, and 1,000. In
the same way that basic facts and patterns 0406.1.10 Leveled Worksheets Leveled Worksheets
of zeros can help you multiply powers of ten VVisual
i l Vocabulary
b l Cards
d Lesson Animations
i i
and their multiples, they can help you divide. Lesson Animations Daily Transparencies
Once again, it is important that students relate
Daily Transparencies Problem of the Day
multiplication and division through the use of
Problem of the Day Self-Check Quiz
fact families and inverse operations. For
example, if 4 60 = 240, then Self-Check Quiz Personal Tutor
240 4 = 60. Personal Tutor Hands-On Activity Tools and Resources
eGames: Number Voyage-Divde by eGames: RoboWorks-Estimate
Students will also estimate quotients during
Multiples of 10 Quotients
this multi-part lesson. In the real world,
estimating quotients is a very useful skill. As
with estimating products, estimating quotients
depends on a students recall of basic facts.
There are two main reasons why students
should be able to estimate quotients: (1) when
using the division algorithm, students need to
estimate each time they place a digit in the Blended Approach IMPACT Mathematics: Unit C3
quotient and (2) estimation can be used to Refer to the Blending
check the reasonableness of an exact answer. Math Connects and
IMPACT Mathematics Mid-Chapter Check (p. 295)
guide for detailed
lesson plans.

Suggested Pacing (11 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B A B C D E F SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1

288a Understand Division

 Use Mental Math to Divide

Differentiated Instruction
Approaching Level AL English Language Learners ELL

Option 1 Use with 2A This strategy helps English Learners learn and use language
required to use mental math to divide.
Hands-On Activity
Materials: basic division flash cards, paper, pencils Find Core Vocabulary and Common Use Verbs in the online
Have students work in pairs to review their basic division facts EL strategies to help students grasp the math skills; use Language
using flash cards. Alerts at point of use in the Teacher Edition.
Tell students to create a list of facts they do not know with AL Beginning
correct answers included.
Word Recognition Clarify spoken,
Students can use this list to practice the facts they struggle with. written, and mental forms of problem 27 9 = 3
solving and how to use the terms.
If a fact such as 32 8 = 4 is known, have the partner
ask questions such as What is 320 8? and What is Draw a picture of a person, face
3,200 8? 40; 400 forward, right arm around as if writing. Draw a speech bubble
with a division problem in it. Say, Divide aloud. Add a pen
and add writing the equation. Say, Divide in writing. Circle
Other Options
the figures forehead and write the division problem inside the
Get ConnectED Personal Tutor, Lesson Animations circle. Say, Divide mentally.
Provide students with several division problems to solve
mentally. Have them write or say answers.

On Level OL OL Intermediate
Memory Devices Recall division by multiples of ten.
Option 1 Use with 2B Teach students the following poem to help them remember
Hands-On Activity how to divide multiples of ten: Oh, dividing by numbers one
Materials: paper, pencils through nine, into tens, hundreds or thousands is fine. Ignore
For Exercises 920, have students decide if their the zeros at the dividends end, and add those zeros to the
estimates are greater than or less than the exact quotient again! Use the generic multiple form (-s) when using
quotients. Then have them explain how they know. this chart.
Have student pairs take turns practicing the poem and using it
Other Options to solve multiples of ten division problems.
TE Learning Station Card 35
BL Advanced
Get ConnectED Personal Tutor, Lesson Animations Listen and Write Understand meanings of dividend.
Say. In math, a dividend is a number that is divided.
Have groups solve division problems mentally and through
discussion. Stress how that is reflects number position.
Beyond Level BL
Have students write and present solutions to the group.
Option 1 Use with 2A
Extend
Hands-On Activity
Have multilingual groups write or draw rules or rhymes for
Materials: paper, pencils
mentally dividing multiples of 10, 2, 5, or any other number.
Have students write three number puzzles like the one shown Have groups present their memory devices and/or illustrations
below on a piece of paper. to the group. Discuss the strategies used.
240
= 30
= 180
= 20
Have students exchange papers and solve.

Understand Division 288b

 2
Multi-Part
Use Mental Math to Divide
Lesson Multi-Part
Lesson 2 Use Mental Math to Divide
PART A B PART A B

PART Divide Multiples of Main Idea

Divide Multiples of 10,
A 10, 100, and 1,000 I will use basic facts

100, and 1,000

and patterns to divide
mentally.

Objective Vocabulary
V You can find and use patterns to divide dividends that are
Use basic facts and patterns to divide mentally. dividend multiples of 10, 100, and 1,000. A dividend is the number
being divided. Using patterns makes it easy to divide.

Vocabulary Get ConnectED Multiples of 10,

100, and 1,000
dividend
GLE 0406.2.2 AMUSEMENT PARKS
Develop fluency with
multiplication and single-
A certain
Resources digit division. Also amusement park
addresses GLE 0406.1.5.
has 5 entrances.
Manipulatives: base-ten blocks 1,500 people
Leveled Worksheets entered the
amusement park
Get ConnectED
and separated into equal lines. How many people are
in each line at the amusement park?
You need to divide 1,500 people into 5 equal groups.
GLE 0406.2.2 Develop fluency with multiplication and Find 1,500 5.
single-digit division. Also addresses GLE 0406.1.5.
One Way: Use a Multiplication Pattern

5 3 = 15 15 5 = 3
1 INTRODUCE 5 30 = 150 150 5 = 30
5 300 = 1,500 1,500 5 = 300
Activity Choice 1: Hands-On
Remind students that they already learned how to multiply
by multiples of 10, 100, and 1,000. Write the following on Another Way: Use a Basic Fact
Checks for Understanding
the board to help review: 0406.2.4 Understand and use a The basic fact for 1,500 5 is 15 5.
51=5 71=7 reliable algorithm for multiplying
multi-digit numbers and dividing 15 5 = 3 basic fact
5 10 = ? 7 10 = ? numbers by a single-digit divisor 150 5 = 30
accurately and efficiently.
5 100 = ? 7 100 = ? 1,500 5 = 300
5 1,000 = ? 7 1,000 = ?
Find each product. 50, 500, 5,000; 70, 700, 7,000 So, there are 300 people in each line.

What pattern do you see? Sample answer: When a

zero is added to a factor, a zero is also added to the 288 Understand Division
product.
Tell students that they can use multiplication patterns to 288_291_C06_L02_103030.indd 288 3/1/10 2:16 P

divide multiples of 10, 100, and 1,000.

Activity Choice 2: Visual Math

Tell students to use base-ten blocks to find 12 3, Building Math Vocabulary
120 3, and 1,200 3. Then write 12 3 = 4, Write the lesson vocabulary word and its definition on the board.
120 3 = 40, and 1,200 3 = 400 on the board. Have students write the definition of dividend in their Math
Repeat with other facts and patterns. This time have Journals. Then tell them to write three division number sentences
students identify number sentences to represent the in their journals and circle the dividend in each one.
division that is taking place.
What pattern do you notice when solving the Visual Vocabulary Cards
division problems? Sample answer: Find the quotient Use a Visual Vocabulary Card to
of the basic fact first, then write the same number of reinforce the vocabulary introduced
zeros in the quotient that is in the dividend. in this lesson in English and Spanish.
(The Define/Example/Ask routine is ISBN: 978-0-02-101741-6
MHID: 0-02-101741-7
Copyright by The McGraw-Hill
Companies, Inc.
All rights reserved.

printed on the back of each card.)

288 Understand Division

 Divide Multiples of 10, 100, and 1,000
2 TEACH
Find the quotient of 2,400 and 4.
Scaffolding Questions
One Way: Use a Multiplication Pattern Write the following multiplication sentences vertically
on the board:
4 6 = 24 24 4 = 6
4 60 = 240 240 4 = 60 3 7 = 21; 3 70 = 210; 3 700 = 2,100
4 600 = 2,400 2,400 4 = 600 Identify the related division sentences for each.
21 3 = 7; 210 3 = 70; 2,100 3 = 700
Multiplication can
be used to check Another Way: Use a Basic Fact What pattern do you see in the number of zeros in
division. the dividend and the quotient? The number of zeros
The basic fact for 2,400 4 is 24 4.
is the same.
24 4 = 6 basic fact
240 4 = 60
2,400 4 = 600

So, 2,400 4 is 600. A factory just completed 6,000 wheels for

making tricycles. How many tricycles can they
Check
You know that 2,400 4 = 600 because 4 600 = 2,400.

make with the 6,000 wheels? 2,000 tricycles

 indicates multi-step problem Find the quotient of 3,200 and 8. 400

Copy and complete each set of patterns.

patterns SSee Examples
E l 1 andd 2 IWB INTERACTIVE WHITEBOARD READY
1. 12 4 =
3 2. $36 6 =
$6 3. 45 9 =
5
120 4 =
30 $360 6 =
$60 450 9 =
50
1,200 4 =
300 $3,600 6 =
$600 4,500 9 =
500

Divide. Use patterns. See Examples 1 and 2 As a class, have students complete the Check What You
4. $400 2 $200 5. 1,600 4 400 6. $3,200 8 $400 Know Exercises as you observe their work.

For Exercise 7, use the information at the right. E TALK MATH Use the Talk Math Exercise to assess
 7. There are 4 members of a family planning a student comprehension before assigning the practice
weekend camping trip. How much will the
exercises.
trip cost for each person? $50
Campsite rental cost $50
8. E TALK MATH What basic fact will Camping supplies $75
help you find the quotient of 4,200 Food $75 AL Alternate Teaching Strategy
and 7? 42 7 = 6
If students struggle with using basic facts
Lesson 2A Use Mental Math to Divide 289 and patterns to divide mentally . . .

Then use one of these reteach options:

288_291_C06_L02_103030.indd 289 3/1/10 2:16 PM

ELL 1 Reteach Worksheet

AL

2 IWB Personal Tutor Have students use

Multiple Meanings: Related Students may need clarification on the
Personal Tutor to reteach the concept.
common use of related (family) and the math use. Use the common form
as a way for students to understand the math form. 3 Use Basic Facts Have them underline the basic
fact in the number sentence. Suggest that they
also count the number of zeros in the quotient
and the same number of zeros should be in the
dividend. For example,
5,600 8 = 700

Lesson 2A Use Mental Math to Divide 289


indicates multi-step problem
0R
P !C
2A # TI #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Copy and complete each set of patterns. See Examples 1 and 2
Differentiate practice using these leveled assignments for
9. 12 2 =
6 10. $28 7 =
$4 11. 54 9 =
6
the exercises in Practice and Problem Solving. 120 2 =
60 $280 7 =
$40 540 9 =
60
1,200 2 =
600 $2,800 7 =
$400 5,400 9 =
600
Level Assignment
12. $36 4 =
$9 13. 42 6 =
7 14. $72 8 =
$9
AL Approaching Level 912, 1522, 27, 29, 3132, $360 4 =
$90 420 6 =
70 $720 8 =
$90
3441 $3,600 4 =
$900 4,200 6 =
700 $7,200 8 =
$900
OL On Level 1013, 1724, 2830, 32,
3441 Divide. Use patterns. See Examples 1 and 2
15. 200 5 40 16. $600 3 $200 17. 800 2 400 18. 900 3 300
BL Beyond Level 1214, 1718, 2126, 2841
19. $1,400 7 $200 20. 4,500 5 900 21. 6,300 9 700 22. $6,400 8
$800
Have students discuss and 23. $3,500 5 $700 24. 1,600 8 200 25. 5,400 6 900 26. $8,100 9
complete the Higher Order Thinking problems. Suggest $900
that students pay close attention to the basic facts. 27. The cost of a used car is $3,200.
28. The Nair family collected
If the payments are spread over 2,400 pennies. The pennies will
8 months, what is the payment be divided evenly among the
E WRITE MATH Have students complete the Write each month? $400 4 children. How many dollars will
Math Exercise in their Math Journals. You may choose to each child get? $6

use this exercise as an optional formative assessment.

ELL Rephrase the Question Rephrase the question for

students who need additional writing support.
Homework Practice Worksheet
Problem-Solving Practice Worksheet
Measurement Animals migrate due to
factors such as climate and food availability.
The table shows a few migration distances.
29. Suppose a group of green sea turtles
travels 7 miles a day. How many days
will the migration take? 200 days

30. Suppose a swarm of desert locusts

travels 7 miles per hour. They travel
10 hours per day. How many days
will the migration take? 40 days

31. A herd of caribou migrated the distance shown in 8 months.

If they traveled the same distance each month, how many
miles did the herd travel each month? 300 miles

290 Understand Division

288_291_C06_L02_103030.indd 290 3/1/10 2:16 P

! COMMON ERROR!
Exercise 30 Students may assume that the locusts are traveling
24 hours per day. Suggest that they check for the important facts
within the problem using Step 1 of the four-step plan.

290 Understand Division

 4 ASSESS
32. NUMBER SENSE Without actually dividing, tell which has
the greater quotient, 1,500 3 or 2,400 6? Explain. See margin. Formative Assessment
How can you use basic facts to find 4,200 7?
33. CHALLENGE Copy and complete the equation below.
Sample answer: Find 42 7 first, then write the same

,80
6 =


Sample answer: 4,800 6 = 800
number of zeros in the quotient as are in the dividend.;
34. E WRITE MATH Explain how you would know that the quotient Since 42 7 = 6, then 4,200 7 = 600.
of 600 2 is a 3-digit number. Sample answer: 2 is less than 6. Since 6 is
in the hundreds place, the quotient will be a 3-digit number.

Test Practice Are students continuing to struggle

35. A local company donated
2,700 boxes of crayons to a local
school district. If each classroom
receives the boxes of crayons shown
below, how many classrooms are in
the district? (Lesson 2A) C
A. 30
B. 280
C. 300
D. 3,000
36. Ms. Jordan started putting money in with using basic facts and patterns
a savings account 8 months ago. to divide mentally?
She now has $4,000. If she put the
same amount of money in her During Small Group Instruction
account each month, how much
money did she put in her account If Yes AL Daily Transparencies
each month? (Lesson 2A) G AL Differentiated Instruction Option 1 (p. 288b)
F. $400 H. $550
If No BL Differentiated Instruction Option 1 (p. 288b)
G. $500 I. $600 OL Skills Practice Worksheet
BL Enrich Worksheet
37. There are 105 students in the
fourth grade. If each van holds
9 students, how many vans will
the fourth grade need to go on a
field trip? (Lesson 1B) B
A. 13 C. 11
Review and assess mastery of skills and concepts from the
B. 12 D. 10 previous lessons in the chapter.

Additional Answer
32. Sample answer: Look at the basic multiplication
38. There are 32 guests at the award dinner. Two more people facts. 15 3 = 5 and 24 6 = 4, so 1,500 3
ordered chicken than fish. How many people ordered each meal? has the greater quotient.
Use the guess, check, and revise strategy to solve. (Lesson 1C) chicken: 17; fish: 15

Divide. Check each answer. (Lesson 1B)

37 18 R1
39. 2  49 9 R4
40. 5  81 11 R4
41. 7 

Lesson 2A Use Mental Math to Divide 291

288_291_C06_L02_103030.indd 291 3/3/10 1:24 PM

Have students show how basic

facts and patterns can be used tto solve the problem 6,300 7.

Lesson 2A Use Mental Math to Divide 291

 2
Multi-Part
Use Mental Math to Divide
Lesson Multi-Part
Lesson 2 Use Mental Math to Divide
PART A B PART A B

PART Main Idea

B Estimate Quotients I will estimate Estimate Quotients
quotients.
There are different ways to estimate quotients. One way is to
Objective Vocabulary
V use compatible numbers. Compatible numbers are numbers
Estimate quotients. compatible numbers that are easy to compute mentally. In this lesson, you will use
them to divide.

Vocabulary Get ConnectED Estimate

Quotients
compatible numbers
GLE 0406.1.2 MEASUREMENT Circuses
Apply and adapt a variety have been around for more
of appropriate strategies
Resources to problem solving,
including estimation,
than 200 years. They
sometimes travel by train.
Materials: multiplication and division flash cards, and reasonableness
of the solution. Suppose a circus travels
multiplication fact table to 12 from Hands-On Activity 642 miles in 8 hours.
Tools and Resources p. 114 Estimate the quotient of
642 and 8 to find how many
Leveled Worksheets miles per hour the train traveled.
Get ConnectED
Compatible Basic
One Way: Numbers
Another Way: Facts

GLE 0406.1.2 Apply and adapt a variety of appropriate 642 8 642 8

strategies to problem solving, including estimation, and
reasonableness of the solution. 642 is close to 640. What basic multiplication fact
640 and 8 are compatible is close to the numbers in
numbers because they are the problem?

1 INTRODUCE easy to divide mentally.

Checks for Understanding

0406.1.2 Identify the range of 8 8 = 64
Activity Choice 1: Hands-On appropriate estimates, including 640 8 = 80 8 80 = 640
over-estimate and under-estimate.
Tell students that compatible numbers are numbers THINK So, 640 8 = 80.
that are easy to divide mentally. Tell them that 350 and 8 8 = 64
or
7 are compatible numbers because they know that 64 8 = 8
350 7 = 50, based on the basic fact of 35 7 = 5.
Have students write examples of compatible numbers.
80 would be a good estimate for the quotient.
So, the circus train is traveling about 80 miles per hour.
Activity Choice 2: Game
The following game will help students review their basic
292 Understand Division
multiplication and division facts, which will help them
when working with compatible numbers.
Have a student volunteer stand next to a student who is 292_294_C06_L02_103030.indd 292 3/1/10 2:17 P

sitting at a desk. Shuffle multiplication and division flash

cards. Show the student pair a random flash card.
The student who says the correct answer first moves on
to the student sitting at the next desk. The student who
loses sits down.
Continue having pairs of students compete to say the
correct multiplication or division answer first. When
time is up, the student who visited the most desks in Building Math Vocabulary
a row wins. Write the lesson vocabulary term and its definition on the board.
Write the following on the board:
13 3 12 3 17 5
15 5 30 6 32 6
Have volunteers circle the expressions that show compatible
numbers and have them explain why they are compatible.

292 Understand Division

 Estimate Quotients 2 TEACH
DOLLS Isabella has 6 dolls in her doll collection. The
collection is worth $1,168. Each doll is worth the same Scaffolding Questions
amount of money. About how much is each doll worth?
Write the following on the board: 64 7.
You need to estimate $1,168 6.
How can you change the dividend so the numbers
Compatible Basic are compatible and the quotient can be estimated
One Way: Another Way:
Numbers Facts mentally? change it to 63 or 70
$1,168 6 $1,168 6 Explain which multiple of 7 is the better choice.
63 is the better choice because it is closer to 64.
$1,168 is close to $1,200. What basic multiplication
fact is close to the Repeat these questions using the problem 533 6.
$1,200 and 6 are compatible
numbers because they are numbers in the problem? The dividend could be changed to 480, 540, or 600.
easy to divide mentally.
540 is the best choice because it is closest to 533.
6 2 = 12
$1,200 6 = $200 6 20 = 120
6 200 = 1,200
THINK So, $1,200 6 = $200.
12 6 = 2 A small wading pool holds 225 gallons of water
and takes 3 hours to fill. Estimate the quotient
of 225 and 3 to find about how many gallons
A good estimate for each doll would be $200. are put into the pool in one hour. 210 3 =
So, each doll is worth about $200. 70 gallons
Check
You know that $1,200 6 = $200 because 6 $200 = $1,200.
A hot dog stand at a school carnival earned
$1,215 today and sold only $4 combination
meals. About how many meals did they sell?
$1,200 $4 = 300 meals

IWB INTERACTIVE WHITEBOARD READY

Estimate.
Estimate Check your estimate.
estimate SSee Examples
E l 1 andd 2

1. 161 4 160 4 = 40 2. $424 6 $420 6 = $70 3. 715 8

720 8 = 90
4. 2,660 9 5. $5,643 8 6. 8,099 9
2,700 9 = 300 $5,600 8 = $700 8,100 9 = 900
7. On Saturday, 1,164 people saw a movie at Upcity Theater. There As a class, have students complete the Check What You
were a total of 4 movie screens with the same number of people Know Exercises as you observe their work.
in each audience. About how many people watched each screen?
1,200 4 = 300 people
8. E TALK MATH Explain how to estimate $4,782 6. Sample answer: E TALK MATH Use the Talk Math Exercise to assess
$4,782 6 $4,800 6 because 6 8 = 48. student comprehension before assigning the practice
Lesson 2B Use Mental Math to Divide 293
exercises.

292_294_C06_L02_103030.indd 293 3/2/10 7:19 AM

AL Alternate Teaching Strategy
If students have trouble estimating
quotients . . .

Then use one of these reteach options:

1 Reteach Worksheet
AL

2 IWB Personal Tutor Have students use

Personal Tutor to reteach the concept.
3 Use a Multiplication Table Review dividing
multiples of 10, 100, and 1,000. Also, for some
students a multiplication table might be helpful.
Point out that students who need a table should
focus on the divisor when searching for a
compatible number.

Lesson 2B Use Mental Math to Divide 293

 EXTRA 0R
P !C
2A # TI #E
4) C %
3 PRACTICE Begins on page EP2.
Estimate. Check your estimate. See Examples 1 and 2
Differentiate practice using these leveled assignments for
9. 123 3 10. $244 6 11. 162 2 12. 345 7
the exercises in Practice and Problem Solving. 120 3 = 40 $240 6 = $40 160 2 = 80 350 7 = 50
13. $538 6 14. 415 6 15. $1,406 7 16. 2,431 8
$540 6 = $90 420 6 = 70 $1,400 7 = $200 2,400 8 = 300
Level Assignment
17. $2,719 9 18. 4,187 7 19. $7,160 9 20. 8,052 9
AL Approaching Level 912, 1518, 2123, 2526 $2,700 9 = $300 4,200 7 = 600 $7,200 9 = $800 8,100 9 = 900
21. Terrence earned 806 points on 22. Measurement Gloria ran 1,575
OL On Level 1013, 1619, 2123, 2526 9 tests. If he earned about the same miles in 8 months. If she runs the
BL Beyond Level 1114, 1720, 2226 number of points on each test, about same number of miles each month,
how many points did he earn on about how many miles does she run
each test? 810 9 = 90 points each month? 1,600 8 = 200 miles

Have students discuss and

complete the Higher Order Thinking problems. Have
students write the basic division facts.
E WRITE MATH Have students complete the Write
Math Exercise in their Math Journals. You may choose to
use this exercise as an optional formative assessment.
Homework Practice Worksheet
Problem-Solving Practice Worksheet
Hut hiking involves hiking and spending the night in
huts instead of tents. You can go hut hiking on the
Appalachian Trail. This trail starts in Maine, runs
through New Jersey, and ends in Georgia.
23. The total cost for the 5 members in the
Valdez family to hut hike for 6 days is $2,475.
About how much does it cost for each family
member? $2,500 5 = $500

24. Measurement Harold needs to climb a

4 ASSESS
Formative Assessment
Have students estimate 412 6. Ask them to explain
how they made their estimates. Sample answer: 70;
I changed 412 to 420 because 42 is compatible with 6.
I know that 42 6 is 7, so 420 6 = 70.
361-foot hill to get to the next hut. About how
many yards away is he from the next hut?
(Remember: 3 feet = 1 yard) 360 3 = 120 yards
26. Sample answer: The estimated dividend is less than the actual dividend,
so the estimated quotient will be less than the actual quotient.
25. OPEN ENDED The estimated quotient of a division sentence is
200. What could the division sentence be? Sample answer:
1,755 9 1,800 9 = 200

Are students continuing to struggle 26. E WRITE MATH Estimate 5,425 6 using 5,400 6. Is the
estimate greater than or less than the actual quotient? Explain.
with estimating quotients?
During Small Group Instruction 294 Understand Division

If Yes AL Daily Transparencies

292_294_C06_L02_103030.indd 294 3/1/10 2:17 P

If No OL Differentiated Instruction Option 1 (p. 288b)

Tell students that in the next lesson
OL Skills Practice Worksheet
they will solve problems like 327 5. Ask students to write how
BL Enrich Worksheet
they think todays lesson on estimating quotients will help with
this new lesson.

! COMMON ERROR!
Exercises 21 and 22 Some students may give an exact answer
Multi-Part Lesson 2 How does estimating
to these problems. Remind them that the word about indicates
quotients relate to the real world? Sample
that estimates are wanted.
answers: Estimating a quotient is useful when an
exact quotient is not needed or if there is not
enough time to find an exact quotient.

294 Understand Division

 Mid-Chapter Mid-Chapter
Check
Check
Formative Assessment
Use the Mid-Chapter Check to assess students progress
Divide. Check each answer. (Lesson 1B) Solve. Use the guess, check, and revise
strategy. (Lesson 1C)
in the first half of the chapter.
1. 92 3 30 R2 2. 37 2 18 R1
10. Patricia and Ashley collect stamps.
3. Gwen earns $5 an hour delivering
Patricia has 13 more stamps than
newspapers. If she earned the money
Ashley. Together they have 229 Customize and create multiple
shown this week, how many hours
stamps. How many stamps do Patricia
did she spend delivering newspapers? versions of your Mid-Chapter Check and the test
and Ashley each have?
(Lesson 1C) 7 hours Patricia: 121 stamps; Ashley: 108 stamps answer keys.
11. Dion bought three of the items shown
below. He gave the cashier $10 and
received $1 in change. Which three Dinah Zikes
items did he buy?
crayons, pencils,
Foldables
4. MULTIPLE CHOICE Gabriel solved
the problem below. Which expression and markers Use these lesson suggestions to incorporate the Foldables
$2 $3
could be used to check his answer? $4 during the chapter.
(Lesson 1B) B $1

136 5 = 27 R1 Lessons 1A1B Students record notes, define terms, and

A. (27 1) + 5 C. (27 + 5) 1
solve problems dividing two-digit numbers by one-digit
$1 numbers on quarter sheets of paper or index cards and
B. (27 5) + 1 D. (27 + 1) 5
12. 150 3 = 50; 3 50 = 150 store them in the first pocket of the Foldable.
Copy and complete each set of 13. 180 9 = 20; 9 20 = 180
patterns. (Lesson 2A) Estimate. Check your estimate. (Lesson 2B) Lessons 2A2B Students demonstrate their ability to
5. 42 7 =
6. 25 5 =
12. 156 3 13. 182 9 divide multiples of 10, 100, and 1,000 and estimate
420 7 =
250 5 =
quotients on quarter sheets of paper or index cards and
4,200 7 =
2,500 5 =
14. MULTIPLE CHOICE Vikas drove 325
miles in five hours. About how many
store them in the second pocket of the Foldable.
6; 60; 600 5; 50; 500
Divide. Use patterns. (Lesson 2A) miles did Vikas drive each hour?
7. 150 5 30 8. 600 2 300
(Lesson 2B) F
F. 60 H. 100
9. Measurement Cheri has 200
minutes left on her cell phone plan G. 80 I. 120
for the last five days of the month.
If Cheri uses the same number of 15. E WRITE MATH If you estimate
minutes each day, how many minutes 4,225 6 using 4,200 6, is the
can Cheri use her cell phone each day? estimate greater than or less than
(Lesson 2A) 40 min the actual quotient? Explain. (Lesson 2B)
See Answer Appendix.
Mid-Chapter Check 295

295_C06_MCC_103030.indd 295 3/1/10 2:19 PM

Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts that continue to give students problems.

Tennessee
Exercises Whats the Math? Error Analysis Resources for Review
Standards
14 SPI 0406.2.12 Divide by one-digit numbers with and Does not know multiplication facts. Chapter Resource Masters
without remainders. Does not know division algorithm.
Get ConnectED
59 GLE 0406.2.2 Use basic multiples of 10, 100, and Does not know multiplication facts.
1,000 and their patterns to divide. Does not recognize patterns of multiples Lesson Animations Personal Tutor
of 10, 100, or 1000. Self-Check Quiz
1215 GLE 0406.1.2 Estimate quotients. Uses wrong place value of number to
Use less than or greater than to estimate.
describe an estimate. Does not compare numbers correctly.

Mid-Chapter Check 295

Multi-Part
Lesson 3 Divide Whole Numbers
Planner
PART A PART B
PART
A Two-Digit Quotients Title / Main Objective Two-Digit Quotients (pp. 296299) Three-Digit Quotients
(pp. 300302)
B Three-Digit Quotients
Solve division problems that result in Solve division problems that result in
C Division two-digit quotients. three-digit quotients.

D Quotients with Zeros

Standards SPI 0406.2.12 SPI 0406.2.12

E Divide Greater Numbers

Vocabulary
F Problem-Solving Investigation:
Choose a Strategy

Materials/ base-ten blocks, two-color counters colored pencils, scissors

Manipulatives
E Essential Question
base-ten blocks
How is dividing a two-digit dividend similar
Resources Get ConnecttED Get ConnecttED
to dividing a four-digit dividend? Sample
answer: The same process is followed, it just 0406.1.10 Leveled Worksheets Leveled Worksheets
requires more steps to divide a four-digit Lesson Animations Lesson Animations
dividend than a two-digit dividend. Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day
Focus on Math Background Self-Check Quiz Self-Check Quiz
As students move from division with models Personal Tutor Personal Tutor
to working with the standard algorithm, their
VVirtual Manipulatives Hands-On Activity Tools and Resources
tenacity for mathematics will be tested.
Math Song Animation: Divide It Up! eGames: Number Voyage-Divide
Patience is the key. Alternate strategies to
Hands-On Activity Tools and Resources 3-Digit Numbers
the standard division algorithm, such as the
pyramid method or repeated subtraction, may eGames: RoboWorks-Divide 2-Digit
help struggling students. Students can use grid Numbers by 1-Digit Numbers
paper to keep digits aligned, which helps them
avoid place value confusion.
Division problems that result in quotients with
zeros may be challenging for students. Far too
often, students do not stop to ask themselves if Blended Approach
an answer makes sense. Have students write
their estimates to each division problem before
proceeding with the actual division.

Suggested Pacing (11 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B A B C D E F SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1

296a Understand Division

 Divide Whole Numbers

PART C PART D PART E

Division (p. 303) Quotients with Zeros (pp. 304307) Divide Greater Numbers Title / Main Objective
(pp. 308310)

Use technology to divide three-digit Solve division problems that result in Divide four-digit dividends by a
dividends. quotients that have zeros. one-digit number.

GLE 0406.1.8 SPI 0406.2.12 SPI 0406.2.12, GLE 0406.1.6 Standards

Vocabulary

base-ten blocks construction paper, markers Materials/

Manipulatives
base-ten blocks
Get ConnecttED Get ConnecttED Get ConnecttED Resources
Extend Worksheet Leveled Worksheets Leveled Worksheets 0406.1.10
Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day
Self-Check Quiz Self-Check Quiz
Personal Tutor Personal Tutor
VVirtual Manipulatives eGames: Number Voyage-Divide
Graphic Novel Animation 4-Digit Numbers
eGames: Number Voyage-Zeros in
the Quotient

Blended Approach

Game Time
Division Shuffle (p. 311)

Understand Division 296b

 PART F Notes
Title / Main Objective Problem-Solving Investigation
Choose a Strategy (pp. 312313)
Choose the best strategy to solve a
problem.

Standards GLE 0406.1.2, GLE 0406.2.6

Vocabulary

Materials/
Manipulatives

Resources Get ConnecttED

0406.1.10 Leveled Worksheets

Lesson Animations
Daily Transparencies
Problem of the Day
Personal Tutor

Blended Approach

Problem Solving in Science

A Desert Safari (pp. 314315)
Chapter Study Guide and
Review (pp. 316320)
Practice
P ti Chapter
Ch t Test
T t ((p. 321)

Test Practice (pp. 322323)

296c Understand Division

 Divide Whole Numbers

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 3A Option 1 Use with 3B

Hands-On Activity Hands-On Activity
Materials: base-ten blocks, paper, pencils Materials: spinner marked 14, 05 number cube
Use this activity to help students Have student pairs roll the number cube three
make the connections from
concrete to pictorial to abstract
times and use the numbers rolled to create a
three-digit dividend.
43

5
representations for division.
Next, have student pairs spin for a divisor.
Provide support as needed.
Together, students analyze the dividend and divisor and
Model 56 4 using base-ten determine if the quotient will have 2 or 3 digits.
blocks.
Then student pairs find the quotient.
Draw a picture of the model.
Record the division. 56 4 = 14
Option 2 Use after 3E
Show the algorithm.
Hands-On Activity
Remind students to check their answers by using Materials: paper, pencils
multiplication or subtraction.
Have students write a division problem
using a four-digit number as a dividend
and a one-digit number as a divisor.
Option 2 Use after 3F
Tell students to exchange problems and
Hands-On Activity solve.
Materials: paper, pencils
Then have students analyze answers and discuss any errors
Have student pairs write three word problems. They should
they find.
involve division with multi-digit dividends and the use of
previously taught skills or strategies to solve them. Remind students to use estimation or multiplication to check
their work.
Next, tell student pairs to write the answers to their problems
on a separate sheet of paper.
Then have student pairs exchange problems and solve. Tell Other Options
students to write the skills or strategies they used to solve the
TE Learning Station Card 36
problems as well as the answers.
Get ConnectED Personal Tutor, Lesson Animations, eGames:
Number Voyage-Divide 3-Digit Numbers
Other Options
Get ConnectED Virtual Manipulatives, Math Song Animation:
Divide It Up!, eGames: RoboWorks-Divide
2-Digit Numbers by 1-Digit Numbers

Understand Division 296d

Differentiated Instruction
Beyond Level BL English Language Learners ELL

Option 1 Use with 3D
Hands-On Activity
Materials: index cards, pencils
Have each student write two division
problems that involve a one-digit divisor,
one with the quotient 301 and one with the
quotient 105.
Have students exchange problems and determine whether the
problems result in the chosen quotients. If they do not,
This strategy helps English Learners learn and use the language
required for division with multi-digit quotients.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
AL Beginning
Background Knowledge Relate other types of division to the
American long division algorithm (
) ).

partners should work together to figure out the errors. Show various division examples. Say, Divided.
Show a long division problem in a division house. Vocalize
and model moving digits up and down to solve the problem.
Option 2 Use after 3E
Have students vocalize placement (up or down) as you solve
Hands-On Activity more problems.
Materials: paper, pencils
Have each student write a word problem OL Intermediate
that requires the division of a five-digit Multiple Meanings Understand meanings
dividend by a one-digit divisor. of digit.
Have students exchange word problems Say, Digit. Tap thumb to fingers as you
and solve. say, Digits are fingers and toes. Repeat
for a multi-digit number. Say, Digits also
Then tell students to use multiplication to check their name each numeral in a number.
quotients.
Have each student write a digit on a card. Hold a yardstick
to form a division house. Have 3 students sit on chairs as
Other Options dividends, 1 as a divisor. Verbally work the problem. Students
with the correct numbers fill in the spaces (either sitting on
Get ConnectED Lesson Animations, Virtual Manipulatives, the floor or standing for quotients).
eGames: Number Voyage-Zeros in the
Quotient BL Advanced
Writing Forms Align place values in division.
Write, 1,208 4 = 302. Write it in a grid without the
answer. Model the steps. Stress position vocabulary and lining
up digits. Have students take notes.
Using notes, have students solve 246 2. Focus on aligning
the numbers correctly within the grid. Discuss.

Extend
Have students illustrate a division strategy from their home
culture, and then look for others with the same strategy. Have
groups explain the problem-solving process to the class. Then
have other students try to duplicate the new form with new
examples.

296e Understand Division

 p
s s m ent Ti
Ass e
g Q u e stions nt
n s. The inte
C larif yi response ent on
ti o n s to elicit stud tudents to expand
ing ques ourage s re: How
Use clarify questions is to enc rifying questions a How
g
of clarifyin ome examples of
cla
o w d o y ou know?
s. S ave? H larifying
their idea will the quotient h th e q uotient? C k more
it s es next in d thin
many dig what com e la borate an
u k n o w de n ts to student
do yo c o urage stu p ts . When a
questio n s e n l c o n c e ct, ask a
b o u t m a thematica lem that is incorre take. This is
deeply a answer to
a prob
dent see
the mis ng.
pro v id e s a n
to h e lp th e s tu
t th a t th ey are wro
question e stude n rrors.
clarifying th a n ju s t telling th c a tc h th eir own e
er nts
much bett estions help stude
g q u
Clarifyin

Professional Development Notes

Problem Solving in Grades K8
What Makes a Good Problem?
Problem solving and reasoning are processes
that students go through as they apply what
they know and are able to do when solving a
particular problem.
A good math problem:
engages and appeals to the reader;
lends itself to a variety of problem-solving
solution strategies;
involves the understanding or use of a
math concept or skill;
has multiple solutions;
provides opportunities for extension and
critical thinking.
For the complete article by Stephen Krulik, see the
Teacher Resource Handbook pp. TR20TR21.
 3
Multi-Part
Divide Whole Numbers
Lesson Multi-Part
Lesson 3 Divide Whole Numbers
PART A B C D E F PART A B C D E F

PART Main Idea

A Two-Digit Quotients I will solve division Two-Digit Quotients
problems that result in
two-digit quotients. To divide a two-digit number by a one-digit number, you need
Objective to divide the tens, then divide the ones.
Solve division problems that result in two-digit quotients. Get ConnectED Two-Digit
Quotients
Resources SPI 0406.2.12 More than 75 percent of the
Solve problems using
Materials: WorkMat 5: Centimeter Grid from Hands-On whole number division
w
worlds geysers are found in
with one- or two-digit Yellowstone National Park.
Activity Tools and Resources p. 78 divisors.
Suppose one of Yellowstones
Manipulatives: base-ten blocks, two-color counters geysers erupts every 7 minutes.
How many times does the geyser
Leveled Worksheets
erupt in 95 minutes?
Get ConnectED

The geyser erupts every 7 minutes. You need to find the

number of times it erupts in 95 minutes. So, find 95 7.
SPI 0406.2.12 Solve problems using whole number
division with one- or two-digit divisors. Estimate 95 7 100 10 = 10

Step 1 Divide the tens.

Checks for Understanding 1 Divide. 9 7 = 1

1 INTRODUCE 0406.2.4 Understand and use a

reliable algorithm for multiplying -7
95
7
 Put 1 in the quotient over the tens place.
Multiply. 7 1 = 7
multi-digit numbers and dividing Subtract. 9 - 7 = 2
Activity Choice 1: Hands-On numbers by a single-digit divisor 2
Compare. 2 < 7
accurately and efficiently.
Assign partners. One student uses base-ten blocks to Step 2 Divide the ones.
model the number 79. The partner identifies the place 13 R4 Bring down the ones.
value of each digit. 95
7
 Divide. 25 7 = 3
-7 Put 3 in the quotient over the ones place.
Together, partners divide the blocks into 2 equal
25 Multiply. 7 3 = 21
groups. This task requires trading blocks. -21 Subtract. 25 - 21 = 4

Then, partners write a division sentence that shows the 4 Compare. 4 < 7
Remainder = 4
division that took place. 79 2 = 39 R1
So, the geyser will erupt about 13 times in 95 minutes.

Check for Reasonableness

Activity Choice 2: Index Question 13 is close to the estimate of 10. The answer is reasonable.

Tell students that you want to collect some information
that will help you teach them todays lesson.
296 Understand Division
Write 3
 57 , and 4

39 , 4
 123 on the board. Tell
students to find each quotient.
Allow students to use base-ten blocks if they need to 296_299_C06_L03_103030.indd 296 3/1/10 2:19 P

when finding each quotient. Have students explain how

they found each quotient.
Collect and quickly analyze students answers to gauge
their prior knowledge of division problems that result in
two-digit quotients. This will help you adjust the lesson
as needed to meet your students needs.

Building Math Vocabulary

Write the review vocabulary words and their definitions on the
board.
Have students use 20 two-color counters to find 20 3. Have
students explain the remainder in the quotient.

296 Understand Division

 Sometimes it is not possible to divide the first digit of the
dividend by the divisor.
Checks for Understanding
0406.2.6 Divide three-digit
whole numbers by one-digit divisors
fluently with pencil and paper.
When a real-world
problem has a
remainder, you have
to interpret or decide
what the remainder
means.
296_299_C06_L03_103030.indd 297
ELL
Meaning in Context: Sequence Words Students may need clarification
on the words or phrases that indicate that a sequence of steps needs to
take place to solve a math problem. Provide a cartoon-like storyboard if
students need additional scaffolding.
2 TEACH
D
Divide with
Scaffolding Questions
Remainders
R Use 99 4 to review the division algorithm. Show the
SPORTS A tennis coach has 125 tennis balls. There division on the board:
are 4 members on the team. How many balls does 24
each player get for practice if each player gets the 4

99
same number of balls?
-8
There are 125 tennis balls and 4 team members.
Divide 125 by 4 to find how many balls each player gets.
19
-16
Estimate 125 4 120 4 = 30, so about 30 balls 3
per person
Which place value do you divide first? the tens
Step 1 Estimate to place the first digit. How do you know where to place the first digit in
x the quotient? Sample answer: There are 2 groups of
4

125 4

125
4 tens in 9 tens, so a 2 goes in the tens place.
Then what do you do? multiply, subtract, and
4 1 hundred so not 4 12 tens so enough tens
enough hundreds to to divide. So, the first digit compare
divide. goes over the tens place.
What happens next? Explain. Sample answer:
You bring down the ones, divide the ones, multiply,
Step 2 Divide the tens.
subtract, and compare.
3 Divide. 12 4 = 3
4

125 Put 3 in the quotient over the tens place. How do you know when you are finished
-12 Multiply. 4 3 = 12 dividing? Sample answer: when there are no more
0 Subtract. 12 - 12 = 0 numbers in the dividend to bring down
Compare. 0 < 4
Step 3 Divide the ones. What is the remainder in this problem? 3
31 R1 Bring down the ones.
4

125 Divide. 5 4 = 1
-12 Put 1 in the quotient over the ones place.
05 Multiply. 4 1 = 4
- 4 Subtract. 5 - 4 = 1 Jasmine completes one math problem every
Compare. 1 < 4
1 3 minutes. How many math problems does she
Remainder = 1
complete in 35 minutes? 11 R 2 = about 11
So, each team member gets 31 balls. math problems
Check for Reasonableness
31 is close to the estimate of 30. So, it is reasonable.
Shelley and her 6 friends are using beads to
make necklaces. She has 338 beads to share.
How many beads will each person get?
Lesson 3A Divide Whole Numbers 297
48 R2 = 48 beads
3/1/10 2:20 PM IWB INTERACTIVE WHITEBOARD READY
Lesson 3A Divide Whole Numbers 297
As a class, have students complete the Check What You Divide check SSee Examples
Divide. Use estimation to check. E l 1 andd 2
Know Exercises as you observe their work. 1. 2

33 2. 4

56 3. 5

71
16 R1; 30 2 = 15 14; 60 4 = 15 14 R1; 70 5 = 14
E TALK MATH Use the Talk Math Exercise to assess 4. 179 3
59 R2; 180 3 = 60
5. 387 4
96 R3; 400 4 = 100
6. 697 7
99 R4; 700 7 = 100
student comprehension before assigning the practice
7. Holden and Alma earned $32 by 8. E TALK MATH Estimation is one
exercises. doing yard work in their method that can be used to check
neighborhood. They will share their division answers. Identify another
money equally. How much money method. Sample answer:
AL Alternate Teaching Strategy will each person get? $16 multiplication
If students have trouble solving division
EXTRA 0R
P !C
2A # TI #E
4) C %
problems that result in two-digit Begins on page EP2.
quotients . . . Divide. Use estimation to check. See Examples 1 and 2 924. See Answer Appendix.
9. 2

37 10. 3

64 11. 4

79 12. 5

82
Then use one of these reteach options:
13. 7

74 14. 6

91 15. 2

151 16. 3

286
1 Reteach Worksheet
AL

2 IWB Virtual Manipulatives Use the virtual 17. 387 5 18. 493 5 19. 567 6 20. 682 7
base-ten blocks to reteach the concept.
3 Teach a Few Strategies 21. 694 7 22. 783 8 23. 795 8 24. 883 9

Have students work with a partner.
Provide pairs of students with base-ten blocks.
Allow them to model the problem before
using the algorithm to find the quotient.
Allow students to use grid paper to align digits.
25. There are 78 campers at a summer 26. Carlo has $46 to spend on trading
camp. There are 6 campers per cards. If each pack of cards costs $3,
cabin. How many cabins are there? how many packs of cards can he buy?
13 cabins 15 packs
Recycling Every month, Americans throw out
enough bottles and jars to fill up a giant skyscraper.
All of these bottles and jars could be recycled.

3 PRACTICE 27. When one aluminum can is recycled, enough

energy is saved to run a television for 3 hours.
Differentiate practice using these leveled assignments for How many cans need to be recycled to run
a television for 75 hours? 25 cans
the exercises in Practice and Problem Solving.
28. Most Americans use 7 trees a year in products
that are made from trees. How old is a person
Level Assignment who has used 85 trees? 12 R1; so just over 12 years old
AL Approaching Level 912, 1720, 25, 27, 29,
3138 298 Understand Division
OL On Level 1114, 1922, 2627, 29,
3138
296_299_C06_L03_103030.indd 298 3/1/10 2:20 P

Beyond Level 1316, 2124, 26, 2838

!
BL
COMMON ERROR!
Students may get a remainder that is greater than the divisor.
Have students discuss and When this occurs, remind students that after they subtract, they
complete the Higher Order Thinking problems. Suggest must always compare the difference to the divisor. The
that students find the quotient themselves before difference must always be less than the divisor; otherwise the
correcting Carmens work. quotient is wrong.

E WRITE MATH Have students complete the Write

Math Exercise in their Math Journals. You may choose to
use this exercise as an optional formative assessment.

ELL Word List Define key words for students who need
additional writing support.

Homework Practice Worksheet

Problem-Solving Practice Worksheet
298 Understand Division
 4 ASSESS
29. OPEN-ENDED When Kiras fathers age is divided by Kiras age,
you get a quotient of 13 R1. Identify one possibility for their ages. Formative Assessment
Sample answer: Kira = 2 and father = 27 What steps would you follow to find 435 6? Find
30. FIND THE ERROR Carmen is finding 53 3. Find
and correct her mistake. 30, 31.
1. See
See margin.
margin.
the quotient. Sample answer: Since there are not enough
hundreds to divide, divide 43 by 6. Place the first digit of
11 the quotient in the tens place. After placing the digit,
3

53
multiply, subtract, and compare. Then bring down the 5
-3

3
ones and divide the ones. Multiply, subtract, and compare
-3
to find the remainder; 72 R3.
0

Are students continuing to struggle

31. E WRITE MATH Write a division problem that requires
with solving division problems that
regrouping and has a remainder in the quotient. Give to
a classmate to solve. result in two-digit quotients?
During Small Group Instruction
Test Practice
If Yes AL Daily Transparencies
32. Casey and her two friends made 33. There are 28 tiles in a domino set. AL Differentiated Instruction Option 1 (p. 296d)
$54 selling lemonade in their Emanuel has 3 sets of dominoes
neighborhood. They will share and divides the tiles equally among If No OL Skills Practice Worksheet
their money equally. How much himself and his 3 brothers. How BL Enrich Worksheet
money will each person get? many tiles will each boy get?
(Lesson 3A) C (Lesson 3A) I
A. $16 C. $18 F. 7 H. 20

B. $17 D. $27 G. 14 I. 21

Review and assess mastery of skills and concepts from the

previous lessons in the chapter.

Estimate. Check your estimate. (Lesson 2B)

Additional Answers
34. 139 2 35. $449 5 36. 562 7 37. $805 9
70; 2 70 = 140 $90; 5 $90 = $450 80; 7 80 = 560 $90; 9 $90 = 30. Sample answer: Carmen did not subtract the tens;
38. Pablo works at an animal hospital. Last week he took care of $810 The answer should be 17 R2.
49 birds and snakes. He took care of four birds for every 31. Sample answer: Ron is arranging his stuffed animals
three snakes. How many of each animal were taken care of
by Pablo? (Lesson 1C) 21 snakes and 28 birds
on shelves. He can fit 5 on each shelf. If he has
23 stuffed animals, how many shelves does he need?
Lesson 3A Divide Whole Numbers 299 Answer: 5 shelves

296_299_C06_L03_103030.indd 299 3/3/10 1:25 PM

Have students explain why you

compare each difference to the divisor when you use the division
algorithm.
l ih

Lesson 3A Divide Whole Numbers 299

 3
Multi-Part
Divide Whole Numbers
Lesson Multi-Part
Lesson 3 Divide Whole Numbers
PART A B C D E F PART A B C D E F

PART Main Idea

B Three-Digit Quotients I will solve division Three-Digit Quotients
problems that result in
three-digit quotients. Finding a quotient like 678 6 is similar to dividing a two-digit
Objective number by a one-digit number.
Solve division problems that result in three-digit quotients. Get ConnectED Three-Digit
Quotients
Resources SPI 0406.2.12
ROLLER COASTERS There
Solve problems using are 678 people in line
Materials: colored pencils, scissors, WorkMat 5: whole number division to ride a roller coaster.
with one- or two-digit
Centimeter Grid from Hands-On Activity Tools and divisors. Each coaster car holds
Resources p. 78 6 people. How many
coaster cars are needed
Manipulatives: base-ten blocks so that everyone in line
Leveled Worksheets rides the coaster once?

Get ConnectED Divide 678 by 6 to find the number of coaster cars needed.

Estimate 678 6 700 7 = 100

Step 1 Divide the hundreds. Step 3 Divide the ones.

SPI 0406.2.12 Solve problems using whole number
division with one- or two-digit divisors. Checks for Understanding 1 Divide. 6 6 = 1 113 Bring down the ones.
0406.2.6 Divide three-digit 6

678 Put 1 in the hundreds 6

678 Divide. 18 6 = 3
whole numbers by one-digit divisors
fluently with pencil and paper.
_
-6 place.
6 Put 3 in the ones
0 Multiply. 6 1 = 6 07 place.

1 INTRODUCE Subtract. 6 - 6 = 0
Compare. 0 < 6
6
18 Multiply. 6 3 = 18
18 Subtract. 18 - 18 = 0
Activity Choice 1: Hands-On Step 2 Divide the tens. 0 Compare. 0 < 6

Have students use base-ten blocks to model the 11 Bring down the tens.

number 349. Have them divide the blocks into three 6

678 Divide. 7 6 = 1
-6 Put 1 in the tens place.
equal groups. 113 is close to the
07
How many are in each group? 116 units -6 Multiply. 6 1 = 6 estimate of 100.
Subtract. 7 - 6 = 1
Did you have to trade? Explain. Yes, 1 ten block had 1 Check
Compare. 1 < 6
to be traded for 10 ones. Since 113 6 = 678, the
answer is correct.

How many are remaining? 1 unit
So, 113 coaster cars
Then have students make a diagram that shows how to are needed.
divide 349 into 3 groups. Check students diagrams.
300 Understand Division
Activity Choice 2: Art
Have students shade 225 squares on grid paper.
300_302_C06_L03_103030.indd 300 3/1/10 2:21 P
Next, have students cut the squares any way they
want in order to divide the 225 shaded squares into
3 equal groups. Building Math Vocabulary
What number sentence represents the division Write the review vocabulary words and their definitions on the
of 225 squares of paper into 3 equal groups? board.
225 3 = 75
Have students show examples on the board of how compatible
Tell students to divide the 225 shaded squares into numbers can be used to estimate quotients. Explain that you can
4 groups. They may cut the squares as needed. use the compatible numbers 24 and 6 to estimate 26 4.
Did the squares divide equally into 4 groups?
Explain. Sample answer: no; 56 squares are in each Visual Vocabulary Cards
group with 1 square remaining. Use a Visual Vocabulary Card to
What number sentence represents the division reinforce the vocabulary reviewed
of 225 squares of paper into 4 groups? in this lesson in English and Spanish.
225 4 = 56 R1 (The Define/Example/Ask routine is ISBN: 978-0-02-101741-6 Copyright by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.

printed on the back of each card.)

All rights reserved.

300 Understand Division

 When dividing three-digit numbers, you can have a remainder
like you sometimes have when dividing two-digit numbers.
Always start a division
problem by dividing
the greatest place
value.
Checks for Understanding
0406.2.14 Understand the role
of the remainder in division.
8. Sample answer:
There will be three
digits because the
divisor is less than
the digit in the
hundreds place.
Divide. Use estimation to check.
Divide check SSee Examples
E l 1 andd 2
286 143
1. 2

4. 745 2 372 R1
7. Measurement A tug-of-war team
weighs a total of 774 pounds. The
6 members on the team weigh the
same amount. How much does each
person weigh? 129 lb
300_302_C06_L03_103030.indd 301
2 TEACH
Scaffolding Questions
Write 456 8 and 456 4 on the board:
Remainders What compatible numbers can be used to estimate
MEASUREMENT A roller coaster takes about 2 minutes the first quotient? 480 8 = 60
to travel its 985-foot track. How many feet does the
What basic facts can be used to estimate the second
coaster travel in one minute?
quotient? 4 100 = 400 or 400 4 = 100
The coaster travels 985 feet in 2 minutes. To find how far
it travels in 1 minute, divide 985 by 2. Why will the estimate for the first quotient be
Estimate 985 2 1,000 2 = 500
2 digits and the second quotient be 3 digits? Sample
answer: There are 4 hundreds in 456. Four hundreds
492 R1
2

985
can be divided by 4 without regrouping, but not 8.
-8 THINK A remainder of 1
18 tells you that the quotient
is just over 492.
-18
05
-4 A teacher has 276 pencils. To how many
1 students can he give 2 pencils? 138 students
So, the roller coaster travels a little more than 492 feet
each minute.
A principal wants to form reading groups of
Check for Reasonableness 4 for 567 students. How many groups will be
The answer, a little more than 492, is close to the estimate of 500.
So, it is reasonable. 
formed? 141 R3 or 142 groups
IWB INTERACTIVE WHITEBOARD READY
As a class, have students complete the Check What You
345 115
2. 3
 492 123
3. 4
 Know Exercises as you observe their work.
5. 679 3 226 R1 6. 917 4 229 R1
E TALK MATH Use the Talk Math Exercise to assess
student comprehension before assigning the practice
8. E TALK MATH How would you
mentally figure out how many digits exercises.
the quotient of 795 5 will have?
Explain your reasoning.
AL Alternate Teaching Strategy
Lesson 3B Divide Whole Numbers 301
If students have trouble with solving
division problems that result in
3/1/10 2:21 PM
three-digit quotients . . .
Then use one of these reteach options:
1 Reteach Worksheet
AL
2 IWB Personal Tutor Have students use
Personal Tutor to reteach the concept.
3 Use Base-Ten Blocks Allow students to use
base-ten blocks to model a problem. Then ask
questions similar to the following as they use
the division algorithm to find the quotient:
Are there enough hundreds/tens/ones to
divide? How do you record the number in the
quotient?
Is there a remainder?
Lesson 3B Divide Whole Numbers 301
 0R
P !C
2A # TI #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Divide. Use estimation to check. See Examples 1 and 2
Differentiate practice using these leveled assignments for
324 162
9. 2
 585 195
10. 3
 775 155
11. 5
 696 116
12. 6

the exercises in Practice and Problem Solving.
847 121
13. 7
 973 139
14. 7
 573 286 R1
15. 2
 787 262 R1
16. 3


Level Assignment 17. 849 2 424 R1 18. 994 4 248 R2 19. 1,863 3 621 20. 3,974 4
993 R2
AL Approaching Level 912, 1518, 2123, 2526 21. A coach ordered 6 soccer goals 22. Britney needs to read a book in
for $678. How much did each 3 days. If the book is 348 pages
OL On Level 1013, 1619, 2123, 2526
goal cost? $113 long, how many pages does she
BL Beyond Level 1114, 1720, 2226 need to read each day? 116 pages

Have students discuss and Architecture The White

House is the official home and
complete the Higher Order Thinking problems. Remind workplace of the President of
students that the quotient times the divisor is equal to the United States. President
the dividend. Theodore Roosevelt gave the
White House its name, based
on its color.
E WRITE MATH Have students complete the Write
23. Measurement It takes
Math Exercise in their Math Journals. You may choose to 570 gallons of paint to paint
use this exercise as an optional formative assessment. the outside of the White
House. If the number of
ELL In Your Own Words Have students repeat the gallons used to paint each
of its 4 sides is equal, how
question in their own words before they write
many gallons of paint are
an answer. used on each side? 142 R2, so just over 142 cans for each side

Homework Practice Worksheet 24. There are 132 rooms and 6 floors in the White House. If each
Problem-Solving Practice Worksheet floor has the same number of rooms, how many rooms would
each floor have? 22 rooms

4 ASSESS
25. OPEN ENDED Write a division problem that results in a quotient
Formative Assessment that is greater than 200 and less than 250. Sample answer: 2

454
Checks for Understanding
How can you tell that the quotient of 732 4 is a 0406.1.9 Develop a story

3-digit number? Sample answer: It is possible to divide

26. E WRITE MATH Write a real-world division problem that involves problem that illustrates a given
dividing a 3-digit number by a 1-digit number that results in a multiplication or division number
7 hundreds into four groups of 1 hundred, so the quotient 2-digit quotient with a remainder. See Answer Appendix.
sentence.

will have a 1 in the hundreds place.

302 Understand Division

Are students continuing to struggle 300_302_C06_L03_103030.indd 302 3/1/10 2:21 P

with solving division problems that

On a small piece of paper, have students write a
result in three-digit quotients?
division problem in which the dividend has three
During Small Group Instruction digits, the divisor has one digit, and the quotient has three digits.
Have them hand their papers to you as they leave the room.
If Yes AL Daily Transparencies
AL Strategic Intervention Guide (pp. T84T85)

If No OL
OL
Differentiated Instruction Option 1 (p. 296d)
Skills Practice Worksheet ! COMMON ERROR!
BL Enrich Worksheet Exercises 19 and 20 Students may be tempted to write the first
digit of the quotient above the thousands place of the dividend.
Remind them to start at the leftmost digit in the dividend to see
if there are enough thousands to divide. If not, then the first digit
in the quotient goes above the hundreds place.

302 Understand Division

 3
Multi-Part
Divide Whole Numbers
Multi-Part
Lesson 3 Divide Whole Numbers
Lesson

PART A B C D E F PART A B C D E F

PART
Division C
Elizabeth downloads many CDs throughout the year. The total
Main Idea
I will use technology
cost of downloaded CDs for last year was $324. If she paid Division
to divide three-digit
this in 6 payments, how much would each payment be?
dividends.
You can use the Math Tool Chest to show $324 divided by 6. Objective
Use technology to divide three-digit dividends.
Get ConnectED
Resources
GLE 0406.1.8
Use technologies/ Extend Worksheet
manipulatives
appropriately to develop Get ConnectED
understanding of
mathematical algorithms,
to facilitate problem
solving and to create
accurate and reliable
models of mathematical GLE 0406.1.8 Use technologies/manipulatives
concepts. appropriately to develop understanding of mathematical
Click on the counters tool box. algorithms, to facilitate problem solving and to create accurate
Click on level 2. Then click on mat type. and reliable models of mathematical concepts.
Checks for Understanding
Choose base ten. Then click on OK.
0406.2.10 Use models to
understand division as the inverse
of multiplication, partitioning, and


Stamp out 3 hundreds, 2 tens, and 4 ones.
Choose to divide this number into 6 groups.
1 INTRODUCE
repeated subtraction.
Click on answer to find the amount of each payment. Getting Started
Share with students that this activity requires them to
use Math Tool Chest, a computer program that allows
Model each division problem.
problem Then solve.
solve them to explore mathematical concepts and develop
1. 155 7 22 R1 2. 225 8 28 R1 3. 352 4 88 math skills.
Use technology to solve. Have students read the example on the student page.
4. A group of 9 friends bought tickets to a baseball game. The total As a class, work through the activity by following the
cost of the tickets was $153. What was the cost of each ticket? $17 instructions on the page in order to solve the example.
5. A case of trading cards has 5 boxes. The total cost of the case
is $130. What is the cost of each box of trading cards? $26

6. Analyze How can modeling help you find the solution to a

division problem? Sample answer: It shows the answer in concrete form
2 TEACH
so it can be seen and proven. Using Math Tool Chest
Lesson 3C Divide Whole Numbers 303
Number and Operations The Counters tool chest
provides different mats for students to stamp objects and
303_C06_EXT_103030.indd 303 3/1/10 2:22 PM base-ten blocks. Students will use Level 2 for this activity.
Math Tool Chest: Counters Tool Box Level 2 When students click on the counters tool chest, they
need to select the Base-Ten mat.
Mat Type Students click Mat Type on the Button Bar to open the Mat Type window The Base-Ten mat is made of two parts: the top part for
and select a mat to use. Choose Base ten. the dividend and the bottom for the answer, with a
Select Students use to choose a place-value model on which to perform an action. separate box for the remainder.
Erase Students use to remove place-value models from the mat. Students use the base-ten blocks to stamp out the
dividend. Then they change the number of groups to
Stamp When the Stamp button appears highlighted, students can click a place-value match the divisor. Finally, students click on the answer
model and stamp it on the mat. box to find the quotient.

Lesson 3C Divide Whole Numbers 303

 3
Multi-Part
Divide Whole Numbers
Lesson Multi-Part
Lesson 3 Divide Whole Numbers
PART A B C D E F PART A B C D E F

PART Main Idea

D Quotients with Zeros I will solve division Quotients with Zeros
problems that result
in quotients that In division, a quotient will sometimes contain zeros.
Objective have zeros.

Solve division problems that result in quotients that

have zeros. Get ConnectED Divide
ANIMALS The Ramos
Resources SPI 0406.2.12
Solve problems using
family is going on a
behind-the-scenes
Manipulatives: base-ten blocks whole number division
with one- or two-digit tour of a wildlife
divisors.
Leveled Worksheets reserve in a park.
Get ConnectED How much will it
cost for each family
member to go on
the tour? Cost of Tour
SPI 0406.2.12 Solve problems using whole number Number
You need to find of People
Cost ($)
division with one- or two-digit divisors.
$327 3. 3 $327

Step 1 Divide the hundreds. Step 3 Divide the ones.

1 INTRODUCE Checks for Understanding

0406.2.6 Divide three-digit
$1 Divide. 3 3 = 1 $109 Bring down the ones.
3

$327 Put 1 in the hundreds 3

$327 Divide. 27 3 = 9
whole numbers by one-digit divisors place.
Activity Choice 1: Hands-On fluently with pencil and paper. -3

-3

Multiply. 3 1 = 3
0 02 Put 9 in the ones
Have students use base-ten blocks to model 408. Subtract. 3 - 3 = 0 -0 place.
Compare. 0 < 3
Review place values. 27 Multiply. 3 9 = 27
-27 Subtract. 27 - 27 = 0
Then have them model how they would divide their
0 Compare. 0 < 3
blocks into 4 equal groups.
Step 2 Divide the tens. So, it will cost each family
How many hundreds are in each group? 1 hundred member $109.
$10 Bring down the tens.
How many tens? 0 tens 3

$327 Divide. Since 2 < 3,
How many ones? 2 ones -3 there is not enough
to divide. So, put 0 in
02 the tens place.
What is 408 4? 102 -0
Multiply. 3 0 = 0
2 Subtract. 2 - 0 = 0
Activity Choice 2: Graphic Novel Compare. 2 < 3

Play the Graphic Novel Animation Field Trip Fun.

Then write the following problem on the board: 304 Understand Division

While touring the zoo, Ashley and Nicholas learn that

two jaguars weigh 218 pounds. If they weigh the same 304_307_C06_L03_103030.indd 304 3/1/10 2:22 P

amount, how much does each jaguar weigh?

Have students use base-ten blocks to solve this
problem.
How many hundreds are in each group? tens? ones?
1 hundred; 0 tens; 9 ones
How much does each jaguar weigh? 109 pounds
Building Math Vocabulary
Write the review vocabulary word and its definition on the board.
Have each student estimate the width of his or her desk or table
by using a hand width, including the thumb. Discuss why
students may have different estimates.

Visual Vocabulary Cards

Use a Visual Vocabulary Card to
reinforce the vocabulary reviewed
in this lesson in English and Spanish.
(The Define/Example/Ask routine is ISBN: 978-0-02-101741-6 Copyright by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.

printed on the back of each card.)

All rights reserved.

304 Understand Division

 D
Divide with
Remainders
R
2 TEACH
VACATIONS The Kincaid family is going on vacation. They
have to drive 415 miles to get to and from Dolphin Cove.
Scaffolding Questions
How far is it to Dolphin Cove? Have students use base-ten blocks to model the division
of 535 into 5 equal groups.
How many hundreds are in each group? 1 hundred
How many tens? 0 tens
How many ones? 7 ones
What is 535 5? 107
The total distance the Kincaids will travel is 415 miles.
To find the distance to Dolphin Cove, divide 415 by 2. Now have students use the division algorithm to divide
535 by 5.
Estimate 415 2 400 2 = 200

207 R1
How do you know where to place the first digit in
THINK A remainder of 1 means
2

415 the quotient? Sample answer: The divisor 5 divides
Remember to divide, that the quotient is just over 207.
multiply, subtract, and
-4 into the first digit of the dividend.

compare. Then bring 01
down the next number -0 Why do you need to write a zero in the quotient?

in the dividend. 15 Sample answer: You need to show that there are not
-14 enough tens to divide by 5.

1
So, the distance to Dolphin Cove is a little more than 207 miles.

Check for Reasonableness

The quotient, 207 R1, is close to the estimate of 200. So, the answer
is reasonable.
Ritas total score for 4 video games is 824.
If she earned the same score for each game,
what was her score for each game? 206

The camping club spent $217 on 2 large tents.

How much did each tent cost? $108 R1, or a little
Divide. Use estimation to check
Divide check. SSee Examples
E l 1 andd 2 more than $108 each
212 106
1. 2
 2. 3

$627 $209 416 104
3. 4


4. 617 2 308 R1 5. $913 3 $304 R1 6. 825 4 206 R1

IWB INTERACTIVE WHITEBOARD READY

7. Claras total score for 3 games of
bowling is 312. If Clara earned the
same score for each game, what was
her score for each game? 104
8. E TALK MATH Explain how to find
the quotient of 624 3. Sample
answer: Divide each place by 3,
starting with the hundreds place. As a class, have students complete the Check What You
Know Exercises as you observe their work.
Lesson 3D Divide Whole Numbers 305

E TALK MATH Use the Talk Math Exercise to assess

304_307_C06_L03_103030.indd 305 3/1/10 2:23 PM
student comprehension before assigning the practice

! COMMON ERROR!
exercises.

Exercises 17 and 924 Students may forget to write the zeros

in quotients or they may place additional zeros in quotients
when they are not necessary. To help them avoid these errors,
suggest that they always use estimation and check their answers
with multiplication.

Lesson 3D Divide Whole Numbers 305

 AL Alternate Teaching Strategy EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2.

If students have trouble solving division Divide. Use estimation to check. See Examples 1 and 2

problems that result in quotients that 214 107

9. 2
 327 109
10. 3
 11. 5

$545 $109 648 108
12. 6

have zeros . . .
742 106
13. 7
 14. 8

$824 $103 417 208 R1
15. 2
 16. 3

622
Then use one of these reteach options: 207 R1
17. $613 3 18. 837 4 209 R1 19. 1,819 2 909 R1 20. $2,429 3
1 Reteach Worksheet
AL $204 R1 $809 R2
21. There are 412 toys to be put on 22. There are 408 students at a school.
2 IWB Virtual Manipulatives Use the virtual
4 shelves at a toy store. If the There are 4 lunch periods. If there is
base-ten blocks to reteach the concept. same number of toys fits on the same number of students in each
3 Use Base-Ten Blocks Allow students to use each shelf, how many toys fit lunch period, how many students are
base-ten blocks to model the division on each shelf? 103 toys in each period? 102 students
algorithms. Have them ask themselves the
following questions when they find each
quotient.
Treasure Geocaching is an outdoor treasure
Are there enough hundreds to divide? hunting game in which participants use a Global
Are there enough tens to divide? Positioning System (GPS) to hide and seek
treasures all over the world. The treasures
Are there enough ones to divide? are usually toys or trinkets.
How do you record the number in the 23. Chad is saving his money to buy a GPS receiver
quotient when there is not enough to so that he can go geocaching. He has 2 months
divide in a place value? Write a zero. to save $215. How much money does he need
to save each month?
$107 R1, so just over $107
24. Measurement Some of the treasures have
been hidden on mountains. If the treasure is
3 PRACTICE 325 feet away, how many yards away is it?
(Hint: 3 feet = 1 yard) 108 R1, so just over 108 yds
yd
ds
Differentiate practice using these leveled assignments for
the exercises in Practice and Problem Solving.

Level Assignment
25. OPEN ENDED Identify a 3-digit dividend that will result in a 3-digit quotient
AL Approaching Level 911, 1719, 21, 23, 2537 that has a zero in the tens place when the divisor is 6. Sample answer: 648

OL On Level 1113, 1719, 2223, 2537 26. E WRITE MATH Explain how an estimate could help you remember
to write a zero in a quotient that results in a 2-digit quotient with a
BL Beyond Level 1416, 1820, 22, 2437
remainder. Sample answer: If the estimate is 3 digits, then the quotient
will most likely be 3 digits.
306 Understand Division
Have students discuss and
complete the Higher Order Thinking problems. Encourage
304_307_C06_L03_103030.indd 306 3/1/10 2:23 P
students to use compatible numbers and to use
multiplication to check their answers.

E WRITE MATH Have students complete the Write

Math Exercise in their Math Journals. You may choose to
use this exercise as an optional formative assessment.

ELL Word List Define key words for students who need
additional writing support.

Homework Practice Worksheet

Problem-Solving Practice Worksheet

306 Understand Division

 Test Practice
27. Over the weekend 312 books were
returned to the library. If 3 librarians
put away an equal number of books,
how many books did each librarian
put away? (Lesson 3D) D
A. 14 C. 102
B. 101 D. 104
29. Mrs. Tucker bought the plane tickets
shown for her family. They cost a
total of $575. If each ticket cost the
same amount, how much did each
ticket cost? (Lesson 3B) D
4 ASSESS
28. At a basketball game, 4 people Formative Assessment
worked at the concession stand.
They sold $832 worth of food. If each Write 514 5 on the board. Have students explain the
person sold the same amount of steps used in finding the quotient. Sample answer: Divide
concessions, how much did each the hundreds digit; multiply, subtract, compare; bring
person sell? (Lesson 3D) F
down the tens. Since there is not enough to divide, place a
F. $208 H. $204
zero in the tens place in the quotient; multiply, subtract,
G. $206 I. $202 and compare. Bring down the ones; divide, multiply,
subtract and compare. Label the remainder.
30. Winston and his two friends earned
the money shown washing cars.
Are students continuing to struggle
with solving division problems that
result in quotients that have zeros?
During Small Group Instruction

If Yes AL Daily Transparencies

A. $111 C. $113 If they share the money equally, If No BL Differentiated Instruction Option 1 (p. 296e)
B. $112 D. $115 how much will each person get? OL Skills Practice Worksheet
(Lesson 3A) I BL Enrich Worksheet
F. $30 H. $28

G. $29 I. $27

Review and assess mastery of skills and concepts from the

Divide. Use estimation to check. (Lessons 3B and 3A) previous lessons in the chapter.
468 234
31. 2
 $645 $215
32. 3
 872 218
33. 4


52 10 R2
34. 5
 97 16 R1
35. 6
 42 5 R2
36. 8


37. Janise bought the items shown at the

right. If the shirts are equal in price and
the total cost was $80, how much did
each item cost? (Lesson 1C) shirts: $25,
pants: $30
Lesson 3D Divide Whole Numbers 307

304_307_C06_L03_103030.indd 307 3/3/10 1:26 PM

Tell students the next lesson is

about dividing greater numbers. Have them write how they think
todays lesson on quotients with zeros will help them divide
greater numbers.

Lesson 3D Divide Whole Numbers 307

 3
Multi-Part
Divide Whole Numbers
Lesson Multi-Part
Lesson 3 Divide Whole Numbers
PART A B C D E F PART A B C D E F

PART Divide Greater Main Idea

Divide Greater
E Numbers I will divide four-digit

Numbers
dividends by a one-digit
number.

Objective You can use the same process to divide greater numbers
Get ConnectED that you use with smaller numbers.
Divide four-digit dividends by a one-digit number.
SPI 0406.2.12
Resources Four-Digit
Solve problems using
whole number division Dividend
Materials: construction paper, markers with one- or two-digit
MEASUREMENT One of the largest gest
divisors. Also addresses
Manipulatives: base-ten blocks GLE 0406.1.6. holes in the world is a copper
mine in Utah. It is 5,808 feet
Leveled Worksheets wide. How many yards wide
Get ConnectED is the copper mine?
The mine is 5,808 feet wide.
There are 3 feet in 1 yard. So,
to find the width in yards,
SPI 0406.2.12 Solve problems using whole number divide 5,808 by 3.
division with one- or two-digit divisors. Also addresses
GLE 0406.1.6. Checks for Understanding Step 1 Divide the thousands. Step 3 Divide each place.
0406.2.4 Understand and use a
reliable algorithm for multiplying 1 Divide. 5 3 = 1 1,936 For each place,
multi-digit numbers and dividing 3

5,808 5,808 divide, multiply,
3

Put 1 in the thousands
1 INTRODUCE numbers by a single-digit divisor
accurately and efficiently. -3

place.
Multiply. 3 1 = 3
-3

subtract,
compare, and
2 28 bring down the
Activity Choice 1: Hands-On Subtract. 5 - 3 = 2 -27

next digit to
form a new
Compare. 2 < 3
Write 449 4 on the board. Review basic division facts 10 number to be
-9 divided.
and patterns such as 4 4 = 1, 40 4 = 10,
18
400 4 = 100 to help students estimate the quotient. -18

0
Have students use the division algorithm to find
Step 2 Divide the hundreds. So, the copper mine is
449 4. Students may want to use base-ten blocks to Bring down the hundreds. 1,936 yards wide.
19
model the problem. As you review the algorithm with 3
5,808 Divide. 28 3 = 9

them, stress place value and the position of the digits -3 Multiply. 3 9 = 27

in the quotient. 28 Put 9 in the hundreds
-2 7 place.
Now write 4,495 4 on the board. Ask students to Subtract. 28 - 27 = 1
1
use compatible numbers and patterns to estimate the Compare. 1 < 3

quotient. 4 4 = 1, 40 4 = 10, 400 4 = 100,

so 4,000 4 = 1,000 308 Understand Division

Activity Choice 2: Index Question

308_310_C06_L03_103030.indd 308 3/1/10 2:24 P
Tell students that you want to collect some information
that will help you teach them todays lesson. Building Math Vocabulary
Write 3

1,152 and 4

5,276 on the board. Tell students Write the review vocabulary words and their definitions on the
to find each quotient. board.
Allow students to use base-ten blocks if they need to Have students write the words dividend, divisor, and quotient
when finding each quotient. Have students explain in their Math Journals and describe them using their own words.
how they found each quotient. Next, have them write 12 3 = 4 and label the dividend,
Collect and quickly analyze students answers to gauge divisor, and quotient.
their prior knowledge of division problems that involve
dividing greater numbers. This will help you adjust the Visual Vocabulary Cards
lesson as needed to meet your students needs. Use Visual Vocabulary Cards to
reinforce the vocabulary reviewed
in this lesson in English and Spanish.
(The Define/Example/Ask routine is
printed on the back of each card.)
ISBN: 978-0-02-101741-6 Copyright by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.
All rights reserved.

308 Understand Division

 D
Divide
N
Numbers
Greater
2 TEACH
MONEY A state park in Arkansas allows visitors to
mine for diamonds and keep any that are found.
Scaffolding Questions
If a 2-carat diamond that is worth $7,585 is found, Write 6,938 3 on the board. Have students use the
how much is each carat worth if each carat is equal division algorithm to find the quotient.
in value?
Why is 2 written in the quotient above the 6 in the
Divide $7,585 by 2 to find how much each carat is worth.
thousands place of the dividend? Sample answer:
Estimate $7,585 2 $8,000 2 = $4,000 There are 2 groups of 3 thousands in 6 thousands.
Step 1 Divide the thousands. After dividing the thousands, what do you do?
$3 Divide. 7 2 = 3 Multiply, subtract, compare, and bring down the

2
$7,585 Put 3 in the quotient over the
thousands place. hundreds. Continue in that pattern until the division
-6
is complete. Write the remainder in the quotient.
1 Multiply. 2 3 = 6
Subtract. 7 - 6 = 1 What is 6,938 3? 2,312 R2
Compare. 1 < 2
How many digits will be in the quotient for
Step 2 Divide the hundreds. 6,321 3? Explain. 4; The first digit of the quotient
For each place, divide, $37 Bring down the hundreds.
is placed above the thousands place of the dividend.
multiply, subtract, Divide. 15 2 = 7
2

$7,585
compare, and bring Put 7 in the quotient over the
the next digit in the
-6 hundreds place.

dividend directly 15 Multiply. 2 7 = 14
down to form a new -14 Subtract. 15 - 14 = 1
.
number to be divided 1 Compare. 1 < 2 A school play earned $6,530 in one night.
Step 3 Divide each place.
If admission costs $5 a ticket, how many
tickets were sold? 1,306 tickets
$3,792 R1 For each place, divide, multiply,
subtract, and compare. Then bring
2

$7,585 down the next digit in the dividend.
-6 Mrs. Chi wants to bundle 4 muffins in a package

15 for a fundraiser at school. Parents donated
-14 4,578 muffins. How many bundles will be ready

18
-18
to sell? 1,144 R2 bundles

05
-04 IWB INTERACTIVE WHITEBOARD READY

1

So, each carat is worth a little more than $3,792.

Check for Reasonableness

Checks for Understanding As a class, have students complete the Check What You
0406.2.14 Understand the role $3,792 is close to the estimate of $4,000. So, it is reasonable.

of the remainder in division. Know Exercises as you observe their work.

Lesson 3E Divide Whole Numbers 309 E TALK MATH Use the Talk Math Exercise to assess
student comprehension before assigning the practice
exercises.
308_310_C06_L03_103030.indd 309 3/1/10 2:24 PM

AL Alternate Teaching Strategy

If students struggle with dividing four-digit
dividends by a one-digit number . . .

Then use one of these reteach options:

1 Reteach Worksheet
AL

2 IWB Personal Tutor Have students use

Personal Tutor to reteach the concept.
3 Make Posters Have students design posters
showing the division algorithm. Make sure the
poster has the steps of the algorithm (divide,
multiply, subtract, compare, bring down) labeled
and shows an example, such as 3,687 3.

Lesson 3E Divide Whole Numbers 309

 3 PRACTICE
Divide. Use estimation to check.
Divide l 1 andd 2 16. See Answer Appendix.
check SSee Examples
E
Differentiate practice using these leveled assignments for
1. 2

2,764 2. 3

$6,163 3. 5

8,045
the exercises in Practice and Problem Solving.
4. 8,436 4 5. $6,197 6 6. 7,893 8

Level Assignment 7. An art museum hosted an exhibit. 8. E TALK MATH Explain how dividing
One day, 6,414 people attended the a 4-digit dividend by a 1-digit divisor
AL Approaching Level 912, 1619, 2123, 2526 exhibit during the 6 hours it was is similar to dividing a 3-digit dividend
open. If the same number of people by a 1-digit divisor. How is it different?
OL On Level 1114, 1619, 2123, 2526
attended each hour, how many See Answer Appendix.
BL Beyond Level 1326 people attended each hour?
1,069 people
EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2.
Have students discuss and Divide. Use estimation to check. See Examples 1 and 2 920. See Answer Appendix.
complete the Higher Order Thinking problems. Encourage
9. 2

2,418 10. 3

3,428 11. 4

$4,228 12. 5

7,465
students to use mental estimation before beginning a
division problem and mental multiplication to check 13. 6

8,802 14. 8

$9,597 15. 7

7,248 16. 8

8,072
the answer. 17. $7,621 4 18. 6,417 6 19. 84,932 2 20. $91,387 3

21. Measurement The farthest 22. Jerry Rice scored 1,248 points
E WRITE MATH Have students complete the Write distance a pumpkin has ever been through touchdowns during his
Math Exercise in their Math Journals. You may choose to thrown is 4,434 feet. How many professional football career. If each
yards is this? 1,478 yd touchdown is worth 6 points, how
use this exercise as an optional formative assessment.
many touchdowns is this?
208 touchdowns
ELL In Your Own Words Have students repeat the
question in their own words before they write
an answer. 23. OPEN ENDED Write a division problem that involves dividing
a 4-digit number by a 1-digit number. The quotient must be
Homework Practice Worksheet between 1,000 and 1,200. Sample answer: 4,500 4 = 1,125
Problem-Solving Practice Worksheet
24. CHALLENGE Divide 42,864 by 12. 3,572

25. WHICH ONE DOESNT BELONG? Identify the expression that

does not belong. Explain. The last one does not belong because the quotient is not
4 ASSESS 235.
1,410 6 1,880 8 705 3 945 4
Formative Assessment
Find 5,478 6. Explain how you knew where to place 26. E WRITE MATH How many digits would be in the quotient 4 digits; 5 cannot divide
the first digit of the quotient. Sample answer: 913; I of 12,495 5? Explain how you know. into 1. 5 can divide into 12, so the greatest
value of the quotient is in the thousands place.
could not divide 5 thousands into 6 equal groups so I
310 Understand Division
looked at the hundreds place and divided 54 hundreds by
6. So a 9 went in the hundreds place.
308_310_C06_L03_103030.indd 310 3/1/10 2:24 P

Have students explain how

Are students continuing to struggle yesterdays lesson on zeros in quotients helped them with
with dividing four-digit dividends todays lesson on dividing greater numbers.
by a one-digit number?
During Small Group Instruction

If Yes AL Daily Transparencies ! COMMON ERROR!

If No OL Differentiated Instruction Option 2 (p. 296d) Exercises 25, 7, 9, 11, 1518, 20, 22 Students may forget to
BL Differentiated Instruction Option 2 (p. 296e) place the zero in the quotient. Encourage the practice of
OL Skills Practice Worksheet checking quotients with estimates. Tell students that they can
BL Enrich Worksheet catch many of their mistakes by doing so.

310 Understand Division

 Division Shuf fle
Division of Multi-Digit Numbers
Division Shuffle
Division of Multi-Digit Numbers
You will need: 5 index cards,
2 whiteboards, 2 dry-erase markers
Materials: 5 index cards, 2 whiteboards, 2 dry-erase
markers

Get Ready! Introduce the game to your students to play as a class, in

Players: 2 players
Get Set!
Cut each index card in half.
Label each card with one
number so that the cards
are labeled 0 through 9.
Go!
Shuffle and then place
the cards facedown on
the table.
Both players draw a
division symbol on
their whiteboards.
Player 1 draws four cards,
and then turns them
over one at a time. After
each card is turned over,
Players 1 and 2 write each
number in any blank on
their whiteboards.
After all of the numbers are
recorded, Players 1 and 2
find and check the
quotients.
small groups, or at a learning workstation to review
concepts introduced in this chapter.
Instructions
Students play in groups of two. Each student pair
The player that has the
greater quotient gets makes a set of number cards, cutting the index cards in
1 point.
half and numbering them with one number per card, so
Continue playing until a that they are labeled 09.
player earns 5 points.
Students shuffle the cards and lay them facedown. Both
Reshuffle the cards if
needed. players draw a division house on their whiteboards as
shown.
Player 1 selects four cards and turns them over one at a
time. After each card is turned over, both players write
the number in one of the blanks on their whiteboards.
Note that if a zero is one of the numbers, students
should not use zero as the divisor.
After all numbers have been placed, players find and
check the quotient of the division problem they have
created. The player with the greater quotient gets
1 point. If the quotients are equal, each player gets
1 point.
Play continues until one player reaches 5 points. That
person is the winner. Reshuffle as necessary.

Division Shuffle 311

Extend the Game BL

Have students flip a coin before each turn. If the result

311_C06_GT_103030.indd 311 3/1/10 2:25 PM
is heads, students should try to find the greater
Differentiated Practice quotient. If the result is tails, students should try to find
Use these leveled suggestions to differentiate the game for all learners. the lesser quotient.
Students make more cards and the judge chooses five
Level Assignment numbers to make a four-digit dividend and a divisor.

Approaching Level Students use base-ten blocks to model their For another game focusing on the same mathematical
AL
answers. concept, see Game Time.

OL On Level Have students play the game with the rules

as written.

For extra practice of basic facts the students have learned, see Fast Facts.

Division Shuf fle 311

 3
Multi-Part
Divide Whole Numbers
Lesson Multi-Part
Lesson 3 Divide Whole Numbers
PART A B C D E F PART A B C D E F

PART Problem-Solving Problem-Solving Investigation

F Investigation Main Idea I will choose the best strategy to solve a problem.

Objective
Choose the best strategy to solve a problem. CINDY: I had some stamps in my
collection. I bought 5 times as many
Resources stamps. I traded 4 of my stamps for
8 of my friends stamps. I now have
Leveled Worksheets
114 stamps.
Get ConnectED
YOUR MISSION: Find how many stamps were
originally in Cindys collection.
GLE 0406.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
reasonableness of the solution. GLE 0406.2.6 Solve problems
Understand
You know that Cindy bought 5 times as many stamps. She traded
involving whole numbers, fractions, and/or decimals using all
four arithmetic operations. 4 stamps for 8 stamps. She now has 114 stamps. You need to find
the number of stamps that were originally in Cindys collection.

Plan You need to find the original number of stamps. So, the work
1 INTRODUCE backward strategy is a good choice.

Activity Choice: Review Solve Start with the end result, then work backward. 22
End result 114 106 110 5 5 
110
Present the following problem: - 8 + 4 -10

There are 40 people riding 12 vehicles in a parade. Checks for Understanding 106 110 10
0406.2.13 Solve multi-step -10
Motorcycles hold 2 people and cars hold 4. How many problems of various types using
motorcycles and cars are there? whole numbers, fractions, and received gave bought 5 times as 0
decimals. 8 4 many as original
What strategy could be used to solve this exercise?
Sample answers: guess, check, and revise, choose an Cindy started with 22 stamps.

operation, draw a picture, or make a table Check 22 5 = 110. 110 - 4 = 106. 106 + 8 = 114. The answer
Which strategy would work best to begin? is correct.
guess, check, and revise
Solve the problem. 4 motorcycles and 8 cars GLE 0406.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
reasonableness of the solution. GLE 0406.2.6 Solve problems involving whole numbers, fractions, and/or decimals using all
four arithmetic operations.

2 TEACH 312 Understand Division

Have students read the problem on the student page.

Guide them through the problem-solving steps. 312_313_C06_PSI_103030.indd 312 3/10/10 3:03 PM

Understand Using the questions, review what

AL Alternate Teaching Strategy
students know and need to find. If students have trouble choosing the best strategy
Plan Have them discuss their strategy. to solve a problem . . .

Solve Guide students in using the work backward Then use one of these reteach options:
strategy to solve the problem.
How many stamps does Cindy have now? 1 Reteach Worksheets
AL

114 stamps 2 Personal Tutor Have students use Personal Tutor

IWB

If she has 114 stamps now, how many stamps did to reteach the concept.
she have before she traded some stamps with a 3 Use the Strategy List Allow students to use the strategy
friend? 110 stamps list as a guide. Refer them to it often.
How did you find your answer? 114 - 4 = 110. Which strategies might work?
How many did she have before she bought What is the best strategy?
5 times as many as she had? 22 stamps
How did you find your answer? Divide; 110 5.
312 Understand Division
 EXTRA 0R
P !C
2A # TI #E
4) C % Check Have students look back at the problem to make
Begins on page EP2.
Make a table.
sure that the answer fits the facts given.
Draw a picture.
6. Measurement Lucy the Great Dane
Guess, check, and revise.
eats the amount of dog food shown
each day. Roscoe the Pug eats 1 cup 3 PRACTICE
Use any strategy to solve each problem. for every 2 that Lucy eats each day.
How much food does Roscoe eat in Using the Exercises
1. Ellis rode his bike to and from his
a week? 14 cups
cousins house over the weekend. His
cousin lives 5 miles away. If Ellis rode
Exercises 5 Students may find it helpful to make a bar
a total of 20 miles, how many times diagram to understand and solve this problem.
did he visit his cousin? 2 times
24 cars
7. A worker at an arcade is handing out 4-door cars 4-door cars 2-door cars
2. Algebra What could be the next
30 tokens for a party. There are more
number in the pattern 2, 5, 11, 23,
?
than 6 people at the party. The tokens ? ?
47 are shared equally among the people.
3. Ariel and her dad caught 63 fish over After the tokens are handed out, 6 are Exercise 10 requires students to write an explanation of
left. How many people are at the
the summer. The license allowed them a strategy they used.
to keep fish longer than 8 inches. Only party? How many tokens does each
2 out of every 5 fish were long enough person get? Sample answer:
to keep. About how many did they 8 people; 3 tokens
keep? about 24 fish 8. Darin has 5 coins that total 62. What
are the coins? Sample answer:
4 ASSESS
2 quarters, 1 dime, 2 pennies Formative Assessment
4. Alvin buys 2 pairs of jeans, 2 pairs of
shoes, 3 T-shirts, and 2 dress shirts for 9. Measurement Selena is going to a
Have students answer the following question.
school. How much did he spend? $132 birthday party at 12 P.M. She needs to
complete the activities shown before How did you determine the best strategy to use for
the party starts. What time should each exercise?
Selena start to get ready? 8:30 A.M. Explain to students that there is often more than one
Activity Time way to solve a problem.
Shower/get ready 30 minutes
Eat breakfast 30 minutes
Chores 2 hours
Pick up Julia and go 30 minutes Are students continuing to struggle
with choosing the best strategy to
solve a problem?
5. There are 24 cars in a parking lot. 10. E WRITE MATH Identify the
There are twice as many 4-door cars problem-solving strategy you used to During Small Group Instruction
as 2-door cars. How many of each are solve Exercise 9. Explain how you used
there? 4-door: 16 cars; 2-door: 8 cars the strategy to solve the problem. If Yes AL Daily Transparencies
See margin.
AL Differentiated Instruction Option 2 (p. 296d)
To assess mastery of SPI 0406.2.12, see your Tennessee Assessment Book. 313
If No OL Skills Practice Worksheet
BL Enrich Worksheet
312_313_C06_PSI_103030.indd 313 3/1/10 2:26 PM

! COMMON ERROR!
Additional Answer
Exercise 2 Make sure students do not look only at the first two
numbers in this sequence to find the rule for the pattern. 10. Sample answer: work backward; Start with the end
result and work backward one step at a time.
12 P.M. - 30 min = 11:30 A.M. - 2 hours =
9:30 A.M. - 30 min = 9 A.M. - 30 min = 8:30 A.M.

Multi-Part Lesson 3 What strategies can be used to find the quotient of a

division problem? Identify each strategys strengths and weaknesses. Sample
answers: use base-ten blocks; strength: easy to understand the division
process; weakness: base-ten blocks may not be available; standard algorithm;
strength: can be used in any situation; weakness: many steps to remember

Lesson 3F Divide Whole Numbers 313

 A DESERT
Checks for Understanding
0406.1.10 Use age-appropriate books, stories,
Objective

SAFARI
and videos to convey ideas of mathematics.

Interpret information and data from science to solve

problems.

GLE 0406.2.2 Develop fluency with multiplication and

single-digit division.

The Sahara desert in Africa is protected and fed. Some animals,

Activate Prior Knowledge 800 to 1,200 miles wide and such as the elephant, are very
Before you turn students attention to the pages, ask them 3,000 miles long. Animals such large. An average elephant weighs
to discuss deserts. as elephants, giraffes, lions, and 12,250 pounds, and its trunk
What do all deserts have in common? chimpanzees live in or near this weighs 400 pounds!
desert. Many African desert
They are hot and dry.
animals can also be found in
What are some desert animals that are endangered zoos, where they are
species? Sample answer: elephants

Use the Student Page

Ask students to read the information and answer these
questions:
If it took you 5 days to travel 1,000 miles in the
Number Daily
Sahara desert and you traveled the same distance Animal
of Animals Food (lb)
each day, how many miles would you travel each
Hippopotamus 6 900
day? 200 miles
Elephant 10 1,600
If each hippopotamus eats the same amount of food Giraffe 6 360
each day, how much does one hippopotamus eat in Lion 7 218
one day? 150 pounds of food Camel 5 94
Hyena 8 144
Chimpanzee 9 117
Flamingo 8 1

314 Understand Division

Fun Facts
314_315_C06_CC_103030.indd 314 3/2/10 7:18 A

Camels can carry 1,000 pounds (half of a ton).

Kruger National Park, a wildlife sanctuary in South Africa, has more
than 500 different types of birds and 147 different mammals
roaming free throughout the park.
The Kalahari desert covers an area of about 1.2 million square
kilometers and stretches across Botswana, South Africa, Namibia,
Zimbabwe, Zambia, Angola, and Congo.

314 Understand Division


Use the information on the previous page to solve each problem.
Suppose each camel eats the
same amount of food. About how
much food would one camel eat
in one week? about 140 lb
A visitor travels the length of the
Sahara desert in 10 days and
travels the same distance each day.
How many miles does the visitor
travel each day? 300 miles
Suppose each elephant eats
the same amount of food. How
much food do four elephants eat
in a day? 640 lb
314_315_C06_CC_103030.indd 315
Assign the exercises. Encourage students to choose a
problem-solving strategy before beginning each exercise.
Exercise 1 Remind students that the daily amount of food
How many ounces of food does listed in the chart is for the whole group of animals in the
each flamingo eat per day?
(Hint: 1 pound = 16 ounces)
exhibit.
2 ounces
Does a hyena or a chimpanzee eat Exercise 3 Tell students that they need to find how much
more each day? Explain. hyena; one elephant eats before they can solve this problem.
18 lb > 13 lb
How much more do three elephants
eat than three hippopotamuses? Exercise 5 Remind students that there are more
30 lb chimpanzees in the exhibit than hyenas, so it is important
How much food is eaten each day
by one giraffe, one hyena, and one
to figure out how much one of each eats before answering
lion? Order these animals from the question.
greatest to least with respect to the
amount of food each eats.
See margin. E WRITE MATH Have students create a word
problem that uses the information found in the text
and in the chart.
Extend the Activity BL
Have students make a chart showing how much one of
each animal would eat per day and per week.
The African
elephant is the Additional Answer
largest land 7. giraffe: 60 lb,
mammal.
hyena: 18 lb,
lion: 31 R1 lb;
giraffe, lion, hyena
Problem Solving in Science 315
3/2/10 7:34 AM
Problem Solving in Science 315
Chapter Study
Guide and Review Chapter Study
Guide and Review
The
BIG Idea Be sure the following Key Key Vocabulary
As a class, revisit this chapters Big Idea. Concepts are noted in compatible numbers
your Foldable.
How do I divide a multi-digit number by a one-digit dividend
number? divisor
Sample answer: Starting with the greatest place value in
quotient
the dividend, determine which place value the divisor will
divide into first. Then multiply, subtract, compare, and remainder
Divide
bring down the digit in the next place value repeatedly Model
Division
Whole M
Numbers Q ulti-D
uot igit
until you run out of place values. Write the remainder in ient
s
Vocabulary Check
the quotient if there is one. Complete each sentence with the
Key Concepts correct vocabulary word.
Key Concepts with Model Division (Lesson 1) 1. The number that is left over
Use these lesson suggestions to incorporate the Foldable in a division problem is the
Quotients are the answers to division
? . remainder
during the chapter. Students can then use their Foldables problems.
to review for the test. 2. The number that divides the
Use Mental Math to Divide (Lesson 2)
dividend is the ? .
Lessons 3A3E Students solve problems involving the You can use compatible numbers to
estimate quotients. divisor
division of two-, three-, and four-digit numbers by a one-
digit number and store their work in the third pocket of 722 9 THINK 722 is close to 720.
3. The number you are dividing
the multi-pocketed booklet. 720 9 = 80 9 8 = 72 is the ? . dividend

Divide Whole Numbers (Lesson 3)

Key Vocabulary Divide a multi-digit number by a one-digit 4. ? are numbers that
Review chapter vocabulary using one of the following number. are easy to divide mentally.

options. $234 R1 For each place, divide, multiply, compatible numbers

subtract, and compare. Then bring
2

$469
Visual Vocabulary Cards (16, 18, 57, 62) -4
down the next digit in the 5. The result of a division problem
dividend.
is the ? . quotient
eGlossary 06
- 6

Vocabulary Test 09
- 8 6. In the division problem
4

136 , the number 136 is
1 remainder
Vocabulary Check the ? . dividend

If students have difficulty answering the exercises, remind

316 Understand Division
them that they can use the Key Vocabulary terms listed on
the student page. You may wish to also direct them to the
lesson in which each term is taught. 316_321_C06_SGR_103030.indd 316 3/1/10 2:27 P

Chapter Project
Division Game Day In pairs, small groups, or as a class, have students discuss the
results of their completed chapter project. Assess their work using the Project Rubric
found in the Chapter Resource Masters.

316 Understand Division

 Multi-Part Lesson Review
Lesson 1
Model Division Multi-Part Lesson Review
Have students complete the Multi-Part Lesson Review.
Division with Remainders (Lessons 1A and 1B)
Then use ExamView Assessment Suite to customize
Divide. Copy and complete each EXAMPLE 1 another review worksheet that practices all the objectives
exercise. Check each answer. Chuck found 54 shells during two days of this chapter or only the objectives on which your
7. 1
13 8. 1
12 at a beach. If Chuck found the same students need more help.
4 
52

4 52 7 
84

7 84 number of shells each day, how many
-
-4 -
-7 shells did he find each day?
Intervention If the given examples are not sufficient to


2 1

12 14 Step 1 Divide the tens. review the topics covered by the questions, remind
-

-


-12 -14 2 Divide. 5 2 = 2


students to:
0 0 2 
54 So, put 2 in the quotient over
9. 1
R
11 R1 10.

R
22 R3 -4 the tens place. Use the multi-part lesson titles above each set of

6 
67 6

67 91 4

4  91 1 Multiply. 2 2 = 4 exercises to review that topic in the Student Edition.
-
- 6 -
- 8 Subtract. 5 4 = 1
Get ConnectED Review Personal Tutors.


7 07
1 11
Compare. 1 < 2
-
-
- 8 Step 2 Divide the ones. Reflecting on the Chapter
- 6

1
3 27 Bring down the ones.
2 
54 Divide. 14 2 = 7
53 10 R3 12.
11. 5  77 25 R2
3  -4 Put 7 over the ones place.

13. Rafael wants to earn $40 for a new 14 Multiply. 2 7 = 14
pair of skates. If he earns $6 an hour -14 Subtract. 14 14 = 0

for yard work, how many hours will 0 Compare. 0 < 2
he have to work to have the money
for the skates? 7 hours So, Chuck found 27 shells each day.

Problem-Solving Strategy: Guess, Check, and Revise (Lesson 1C)

Use the guess, check, and revise EXAMPLE 2

strategy to solve. Opal has 3 times as many coins as
Steve. They have 108 in all. How many
14. Toru bought a CD and a DVD. The
CD cost $5 less than the DVD, and coins does each person have? Guess,
the total cost was $29. How much check, and revise to solve.
did each item cost? 25 + 75 = 100 too low
CD: $12; DVD: $17 27 + 81 = 108
So, Opal has 81 coins. Steve has
27 coins.

Chapter Study Guide and Review 317

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Chapter Study Guide and Review 317

 Chapter Study Guide and Review

LLesson
esson 2
Use Mental Math to Divide
Divide Multiples of 10, 100, and 1,000 (Lesson 2A)

Copy and complete each set of EXAMPLE 3

patterns. Find 3,600 6.
15. 21 3 =
7 The basic fact for 3,600 6 is 36 6.
210 3 =
70
36 6 = 6
2,100 3 =
700
360 6 = 60
16. 24 6 =
4 3,600 6 = 600
240 6 =
40
So, 3,600 6 = 600.
2,400 6 =
400
Check
17. 72 9 =
8
You know that 3,600 6 = 600 because
720 9 =
80
6 600 = 3,600.

7,200 9 =
800

Estimate Quotients (Lesson 2B)

Estimate. Check your estimate. EXAMPLE 4

18. 492 5 100 19. 284 6 50 Estimate the quotient of 305 and 6.
305 6
20. 274 9 30 21. 644 8 80

22. 1,174 3 23. 3,176 4 THINK What basic

400 800 multiplication fact is
close to the numbers in
24. 2,015 5 25. 2,083 3 the problem?
400 700
26. The fans at a baseball game spent a
total of $1,560 on tickets. Each ticket
5 6 = 30
costs about $5. About how many
50 6 = 300
baseball fans bought tickets? 300 fans
300 6 = 50
27. A hardware store has 2,082 sheets So, a good estimate of 305 and 6 is 50.
of wood on 7 shelves. About how
Check
many sheets of wood are on each
You know that 300 6 = 50 because
shelf? 300 sheets of wood
6 50 = 300.

318 Understand Division

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318 Understand Division

 LLesson
esson 3
Divide Whole Numbers
Two-Digit Quotients (Lesson 3A)

Divide. Use estimation to check. EXAMPLE 5

67 11 R1
28. 6
 47 23 R1
29. 2
 Find 2


55 .
27 R1 2 goes into 5 two times.
136 45 R1 31. 2

30. 3
 93 46 R1 2

55 22=4
5 4 = 1; bring down the 5;
-4
2 goes into 15 seven times.
99 12 R3
32. 8
 222 44 R2
33. 5
 15 7 2 = 14; 15 14 = 1
-14
The remainder is 1.
1
218 31 R1 35. 8

34. 7
 503 62 R7
So, 55 2 = 27 R1

Three-Digit Quotients (Lessons 3B and 3C)

Divide. Use estimation to check. EXAMPLE 6

525 131 R1 37. 7


36. 4
 849 121 R2 Find 4


605 .
151 R1
518 172 R2 39. 8

38. 3
 902 112 R6 4

605
-4

726 242
40. 3
 917 183 R2
41. 5
 20
-20

05
799 266 R1 43. 8

42. 3
 899 112 R3
-4

1
So, 605 4 = 151 R1.

Quotients with Zeros (Lesson 3D)

Divide. Use estimation to check. EXAMPLE 7

104 R1
215 107 R1 45. 8

44. 2
 487 60 R7 Find 6

625 . 6

625
-6

02
451 150 R1 47. 9

46. 3
 934 103 R7
-0

25
48. 903 3 301 49. 624 6 104 -24

1

So, 625 6 = 104 R1.

Chapter Study Guide and Review 319

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Chapter Study Guide and Review 319

 Chapter Study Guide and Review

Divide Greater Numbers (Lesson 3E)

Divide. Use estimation to check. EXAMPLE 8

50. 6 
6,032 51. 8 
8,295 Find 7


8,189.
1,005 R2 1,036 R7 1,169 R6
52. 2,952 2 53. 3,205 3 7 
8,189 7 goes into 8 once.
1,476 1,068 R1 -7 17=7
54. The horses shown below weigh a 11 8 7 = 1; bring down the 1;
total of 2,556 pounds. Suppose each -7 7 goes into 11 once.
horse weighs the same amount. 17=7
48 11 7 = 4; bring down the 8;
What is the weight of each -42 7 goes into 48 six times.
horse? 852 lb 69 6 7 = 42;
48 42 = 6; bring down the 9;
-63
7 goes into 69 nine times.
6 9 7 = 63;
69 63 = 6;
The remainder is 6.

So, 8,189 7 = 1,169 R6.

Problem-Solving Investigation: Choose a Strategy (Lesson 3F)

Use any strategy to solve each problem. EXAMPLE 9

55. Suppose a robin flies 38 miles per
day. How far will it fly in 9 days if it
takes a day to rest? 304 miles
56. The table below shows the distance
each student ran in 10 minutes.
10 Minute Race
Name
Jim
Leah
Emily
Ken
Who ran the second farthest
distance? Ken
Carrie wants to buy a radio in 6 weeks.
She can save $23 in the first week. The
radio costs $123. Suppose she saves
the same amount of money each of the
last 5 weeks. How much should she
save during the second week?
Use the work backward strategy.
Distance (ft)
$123 total amount saved
5,956
-$23 week 1: save $23
5,205
4,820 $100 amount saved in 5 weeks
5,952
$100 5 weeks = $20 saved per week
So, during the second week, Carrie
should save $20.

320 Understand Division

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320 Understand Division

 Practice
Practice Chapter Test
Chapter Test
Summative Assessment
Decide whether each statement is true 13. Sara earned the same score on her Use these alternate leveled chapter tests to differentiate
or false. last 2 tests. Her total score was 184.
assessment for the specific needs of your students.
What was her score on each of the
1. A quotient is the number being
2 tests? 92 Chapter Tests
divided. false
14. Measurement The Toshiro family is Level Type Form
2. In the problem 62 2, the number 2
moving across the country. They will
is the divisor. true AL Multiple Choice 1A
drive a total of 2,835 miles over 7
Divide. Check each answer. days. If they drive the same distance AL Multiple Choice 1B
each day, how far will they drive
45
3. 2
 4. 73 4 Multiple Choice/Free
each day? 405 mi OL 2A
3, 4. See Answer Appendix. Response
5. MULTIPLE CHOICE There are
5,280 feet in a mile. How many yards
Divide. Use estimation to check. Multiple Choice/Free
OL 2B
are in one mile? A 4,302
15. 2
 16. 6,932 7
Response
15, 16. See Answer Appendix. BL Free Response 3A
1 yard = 3 feet 17. A family is buying a
boat. They hope to have BL Free Response 3B
A. 1,760 yd C. 1,780 yd it paid off in 3 years.
Additional Chapter Resource Masters
How much do they have
B. 1,770 yd D. 1,790 yd
to pay each year to OL Vocabulary Test
Copy and complete each set of patterns. reach their goal? $2,043
OL Extended-Response Test
6. 24 4 =  7. 18 2 =  18. MULTIPLE CHOICE Jed hiked the red
OL Oral Assessment
trail. Since there are 3 feet in a yard,
240 4 =  180 2 = 
how many yards did Jed hike? I
2,400 4 =  1,800 2 =  AL = approaching grade level
6; 60; 600 9; 90; 900
Divide. Use patterns. OL = on grade level
BL = beyond grade level
8. $3,200 4 $800 9. 5,400 6 900

10. Three members of the Cotter family

are flying to Washington, D.C., for
vacation. The total cost of the tickets is F. 2,540 H. 2,630 Customize and create multiple
$1,250. About how much was each G. 2,580 I. 2,640 versions of your Chapter Test and the test answer keys.
persons ticket? $400

Divide. Use estimation to check.

11. 5

410
11, 12. See Answer Appendix.
19. E WRITE MATH How many
digits would be in the quotient of
12. 863 3 2,795 5? Explain how you know.
See Answer Appendix.
Practice Chapter Test 321

316_321_C06_SGR_103030.indd 321 3/1/10 2:28 PM

Data-Driven Decision Making

Based on the results of the Chapter Test, use the following to review concepts that continue to present students with problems.

Tennessee
Exercises Whats the Math? Error Analysis Resources for Review
Standards
34 SPI 0406.2.12 Find two-digit quotients. Does not know basic multiplication facts. Chapter Resource Masters
Does not know division algorithm.
Get ConnectED
610 GLE 0406.2.2 Use basic multiples of 10, 100, and Does not understand how to use basic facts
1,000 and their patterns to divide. and patterns to divide. Does not understand Lesson Animations Personal Tutor
how to estimate. Self-Check Quiz

5, 1419 SPI 0406.2.12 Divide four-digit dividends by Does not know basic multiplication facts.
a one-digit divisor. Does not know division algorithm.

Practice Chapter Test 321

Test Practice
Test Practice
1 INTRODUCE
As a class, discuss the example on the page. Explain to
Rosa has 170 photos. Her photo album has space
students that it is important to show their work because it When a question asks
for the photos shown on each page. About how
makes it easier for them to check their answers. If students many pages will she need for her photos? about how many,
find an answer that is not a choice, they have made a estimate.
A. 13 C. 20
mistake. Tell students to go back and double check each
step of their work so they can find and correct their B. 19 D. 24
mistakes.
Read the Question
You need to find a close estimate for the number
of pages Rosa will need.

2 TEACH Solve the Question

Use basic facts.
170 8
Before beginning the practice test, give students an
opportunity to solve the Additional Example. What basic multiplication fact is close to the
numbers in the problem?

8 2 = 16
8 20 = 160
Carla has 236 stamps. If she places 8 stamps on So, Rosa needs about 20 pages.
The answer is C.
each page of her album, about how many pages will
she need for her stamps? C
Read each question. Then fill in the correct answer on the answer
A. 20 pages sheet provided by your teacher or on a separate sheet of paper.
B. 25 pages 1. Josh has 84 toy cars to share equally 2. Mr. Bryan wrote the following equation
among himself and 3 friends. How on the board.
C. 30 pages
many toy cars will each person
n + 938 = 1,456
D. 35 pages receive? B
Which number is represented by n in
the equation? F
IWB INTERACTIVE WHITEBOARD READY
A. 18 C. 28 F. 518 H. 528
B. 21 D. 30 G. 522 I. 594

322 Understand Division

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3 ASSESS
Formative Assessment
Use these pages as practice and cumulative review.
The questions are written in the same style as those
found on standardized tests.
You can use these pages to benchmark student
progress, or as an alternate homework assignment.

322 Understand Division

 3. What multiplication expression does 7. There are 8,000 fans at a sold out
this model represent? C baseball game. Each section of the
stadium holds 100 people. How many
sections are there in the stadium? H
F. 8
Answer Sheet Practice
Have students simulate taking a standardized test by
recording their answers on a practice recording sheet.
H. 80 Student Recording Sheet
063_087_C06_101798.indd Page 86 11/25/09 5:55:42 PM u-s008 /Volumes/114/GO00397/GO00397_Math_Connects_CRM_NA_G4%0/XXXXXXXXXXXXX_SE/Appli...

G. 40 I. 800
A. 3 6 C. 3 7
8. The table shows the number of
Name _____________________________ Date ________________

B. 4 6 D. 4 7 Student Recording Sheet

pennies collected by the students in Use this recording sheet with pages 322323 of the Student Edition.

4. Larry has 14 boxes filled with books. each grade level. Read each question. Then fill in the correct answer.
1. 6.
There are 25 books in each box. How
A B C D A B C D

many books does Larry have? G

2. 7.
Grade Number of Pennies
F G H I F G H I

3. A B C D 8. A B C D
1 35,968
F. 370 H. 330 4. F G H I 9. F G H I

2 35,689
G. 350 I. 125 3 34,989
5.

   
10.

   
       
       

4 35,958
GRIDDED RESPONSE The soccer
       

5. 
















Copyright Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

       

team has 144 water bottles in the

       
       

Which grade level collected the

       

boxes shown. How many water bottles

greatest number of pennies? A
are in each box? 24
A. grade 1 C. grade 3
B. grade 2 D. grade 4
9. Kyle has the problem
351 5
shown for homework. 86 Grade 4 Understand Division

Kyle first estimates the quotient. What

is the best estimate for 351 5? I Additional Practice
6. Which number makes each equation
F. 6 H. 60 Standardized Test Practice
true? B
G. 7 I. 70 Get ConnectED Find additional test practice.
54
= 6
540
= 60 10. GRIDDED RESPONSE Tara has
5,400
= 600 168 goldfish. She wants to put the Create practice worksheets or
same number of fish into each of
A. 6 C. 60
8 ponds. How many fish will be in
tests that align to your states
B. 9 D. 90 each pond? 21 standards.
NEED EXTRA HELP?
If You Missed Question... 1 2 3 4 5 6 7 8 9 10
Go to Chapter-Lesson... 6-3A 3-2C 3-3A 5-2B 6-3A 6-2A 6-2A 1-1C 6-2B 6-3A
For help with... SPI 2.12 GLE 3.1 SPI 3.1 SPI 2.11 SPI 2.12 SPI 2.12 GLE 2.2 GLE 2.1 GLE 1.2 SPI 2.12

Test Practice 323

322_323_C06_STP_103030.indd 323 3/2/10 7:19 AM

Test Practice 323

Chapter Answer Appendix
Multi-Part Lesson 1 Multi-Part Lesson 3
PART A PAGE 282 PART A PAGE 298

5. 9. 18 R1; 40 2 = 20
10. 21 R1; 60 3 = 20
11. 19 R3; 80 4 = 20
12. 16 R2; 80 5 = 16
13. 10 R4; 70 7 = 10
36 2 = 18
14. 15 R1; 90 6 = 15
6.
15. 75 R1; 150 2 = 75
16. 95 R1; 300 3 = 100
17. 77 R2; 390 5 = 78
18. 98 R3; 500 5 = 100
48 3 = 16
19. 94 R3; 600 6 = 100
7.
20. 97 R3; 700 7 = 100
21. 99 R1; 700 7 = 100
22. 97 R7; 800 8 = 100
23. 99 R3; 800 8 = 100
57 4 = 14 R1 24. 98 R1; 900 9 = 100
8.
PART B PAGE 302

26. Sample answer: Roberta baked 235 muffins for the bake sale and put
4 muffins in each bag. How many bags are there? Answer: 58 R3 or
58 bags

77 5 = 15 R2 PART E PAGE 310

1. 1,382; 2,800 2 = 1,400

PART C PAGE 287
2. $2,054 R1; $6,000 3 = $2,000
1. Sample answer: Two of the gifts were equal in price, the third gift
3. 1,609; 8,000 5 = 1,600
cost $3 more than the other two, and the total cost was $27. So,
gift + gift + (gift + 3) = $27 fits this situation. 4. 2,109; 8,000 4 = 2,000
2. Sample answer: The cost of the gifts is close to $30, so a first guess 5. $1,032 R5; $6,000 6 = $1,000
should be close to $10 for each gift. 6. 986 R5; 8,000 8 = 1,000
4. Sample answer: The total cost was more than $30 for three gifts, so 8. Sample answer: They are very similar processes. You start dividing
start guessing numbers greater than $10. $11 was the first guess, the greatest digit of the dividend by the divisor, then follow the
and $12 was the second guess, which worked. same steps as you would when dividing a 3-digit divisor; the
8. Saturday show = 175 tickets, Sunday show = 125 tickets quotient will be larger.
12. Sample answer: The first step is to make a logical guess for the 9. 1,209; 2,000 2 = 1,000
solution of a problem. Then you work out the problem using your 10. 1,142 R2; 3,000 3 = 1,000
guess to see if it was correct.
11. $1,057; $4,000 4 = $1,000

MID-CHAPTER CHECK PAGE 295 12. 1,493; 7,000 5 = 1,400

15. Sample answer: less than because the dividend was rounded down 13. 1,467; 9,000 6 = 1,500
14. $1,199 R5; $10,000 8 = $1,250
323a Chapter Answer Appendix
15. 1,035 R3; 7,000 7 = 1,000

Chapter Answer Appendix

16. 1,009; 8,000 8 = 1,000
17. $1,905 R1; $8,000 4 = $2,000
18. 1,069 R3; 6,000 6 = 1,000
19. 42,466; 80,000 2 = 40,000
20. $30,462 R1; $90,000 3 = $30,000

PRACTICE CHAPTER TEST PAGE 321

3. 22 R1; 2 22 = 44; 44 + 1 = 45
4. 18 R1; 4 18 = 72; 72 + 1 = 73
11. 82; 400 5 = 80
12. 287 R2; 900 3 = 300
15. 2,151; 4,000 2 = 2,000
16. 990 R2; 7,000 7 = 1,000
19. Sample answer: 3 digits; The divisor is greater than the digit in the
thousands place.

Chapter Answer Appendix 323b

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