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**Chapter 15**Divide by One-Digit Numbers Click the mouse or press the space bar to continue. Splash Screen**Divide by One-Digit Numbers**15 Lesson 15-1Divide Multiples of 10, 100, and 1,000 Lesson 15-2Estimate Quotients Lesson 15-3Two-Digit Quotients Lesson 15-4Problem-Solving Strategy: Work Backwards Lesson 15-5Three-Digit Quotients Lesson 15-6Problem-Solving Investigation: Choose the Best Strategy Lesson 15-7Divide Money Chapter Menu**Divide Multiples of 10, 100, and 1,000**15-1 Five-Minute Check (over Chapter 14) Main Idea California Standards Example 1 Example 2 Example 3 Lesson 1 Menu**Divide Multiples of 10, 100, and 1,000**15-1 • I will learn to divide multiples of 10, 100, and 1,000. Lesson 1 MI/Vocab**Divide Multiples of 10, 100, and 1,000**15-1 Standard 3NS2.5Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ). Lesson 1 Standard 1**Divide Multiples of 10, 100, and 1,000**15-1 Find 600 ÷ 3. Step 1 Show 600 as 60 tens. Lesson 1 Ex1**Divide Multiples of 10, 100, and 1,000**15-1 Step 2 Divide the 60 tens into 3 equal groups. 200 200 200 600 ÷ 3 = 200 Lesson 1 Ex1**Divide Multiples of 10, 100, and 1,000**15-1 Find 800 ÷ 2. • 250 • 400 • 300 • 500 Lesson 1 CYP1**Divide Multiples of 10, 100, and 1,000**15-1 The stadium has 1,800 seats divided equally into 6 sections. How many seats are in each section? Find 1,800 ÷ 6. Use basic facts and patterns. 18 ÷ 6 = 3 18 ones ÷ 6 = 3 ones 180÷ 6 = 30 18 tens ÷ 6 = 3 tens 1,800÷ 6 = 300 18 hundreds ÷ 6 = 3 hundreds Answer: So, there are 300 seats in each section. Lesson 1 Ex2**Divide Multiples of 10, 100, and 1,000**15-1 A class split up into 3 teams and had a bake sale which made $600. How much did each team earn if the money was split evenly between the teams? • $200 • $300 • $150 • $100 Lesson 1 CYP2**Divide Multiples of 10, 100, and 1,000**15-1 Find 4,200 ÷ 7. 42 ÷ 7 = 6 Use the basic fact. 420÷ 7 = 60 Use the pattern of zeros. 4,200÷ 7 = 600 Answer: So, 4,200 ÷ 7 = 600. Lesson 1 Ex3**Divide Multiples of 10, 100, and 1,000**15-1 Find 2,500 ÷ 5. • 350 • 400 • 500 • 600 Lesson 1 CYP3**Estimate Quotients**15-2 Five-Minute Check (over Lesson 15-1) Main Idea California Standards Example 1 Example 2 Lesson 2 Menu**Estimate Quotients**15-2 • I will estimate quotients. Lesson 2 MI/Vocab**Estimate Quotients**15-2 Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ). Standard 3MR2.1Use estimation to verify the reasonableness of calculated results. Lesson 2 Standard 1**Estimate Quotients**15-2 You need to estimate 238 ÷ 8 or 8 238. 238 ÷ 8 240 ÷ 8 There are 238 children in the school. If there are 8 classrooms, about how many students are there in each class? Step 1 Round. Round 238 to the nearest ten that has a basic fact you can use. Lesson 2 Ex1**Estimate Quotients**15-2 Step 2 Write the basic fact. Write the basic fact you will use to divide. 24 ÷ 8 = 3 Step 2 Divide. Use the basic fact and patterns. 24 ÷ 8 = 3 240÷ 8 = 30 Answer: So, 238 ÷ 8 is about 30. About 30 students are in each class. Lesson 2 Ex1**Estimate Quotients**15-2 A community center wants to break up its 103 members into teams of 5 for a basketball tournament. About how many teams will the tournament have? • about 20 • about 30 • about 15 • about 25 Lesson 2 CYP1**Estimate Quotients**15-2 You need to estimate 1,113 ÷ 4 or 4 1,113. 1,113 ÷ 4 1,200 ÷ 4 A theater sold 1,113 tickets for 4 shows. About how many tickets were sold for each show? Step 1 Round. Round 1,113 to the nearest hundred that has a basic fact you can use. Lesson 2 Ex2**Estimate Quotients**15-2 Step 2 Write the basic fact. Write the basic fact you will use to divide. 12 ÷ 4 = 3 Step 3 Divide. Use the basic fact and patterns. 12 ÷ 4 = 3 1,200÷ 4 = 300 Answer: So, 1,113 ÷ 4 is about 300. About 300 tickets were sold for each show. Lesson 2 Ex2**Estimate Quotients**15-2 A fundraiser generated $1,212 from 6 local churches. About how much did each church give to the fundraiser? • about $100 • about $200 • about $250 • about $300 Lesson 2 CYP2**Two-Digit Quotients**15-3 Five-Minute Check (over Lesson 15-2) Main Idea California Standards Example 1 Example 2 Division Lesson 3 Menu**Two-Digit Quotients**15-3 • I will divide a two-digit number by a one-digit number. Lesson 3 MI/Vocab**Two-Digit Quotients**15-3 Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ) Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results. Lesson 3 Standard 1**Two-Digit Quotients**15-3 quotient dividend divisor A total of 95 students signed up for basketball. How many 5-person teams will there be? Step 1 Model 95. Show 5 groups. 5 95 Lesson 3 Ex1**Two-Digit Quotients**15-3 1 ten in each group 5 95 5 tens used 4 tens left Step 2 Divide the tens. 1 – 5 4 Lesson 3 Ex1**Two-Digit Quotients**15-3 9 ones in each group 1 5 95 – 5 45 ones used 0 ones left 4 19 Answer: So, 95 ÷ 5 = 19 or 5 95. Step 3 Regroup and divide the ones. 9 5 – 45 0 Lesson 3 Ex1**Two-Digit Quotients**15-3 A total of 200 kids signed on for after-school softball. If there are 10 to a team, how many teams will be formed? • 200 ÷ 10 = 25 • 200 ÷ 10 = 21 • 200 ÷ 10 = 20 • 200 ÷ 10 = 30 Lesson 3 CYP1**Two-Digit Quotients**15-3 Rami wants to read an 84-page book in 6 days. How many pages should he read per day? Find 84 ÷ 6. Step 1 Decide if there are enough tens to divide. 8 > 6 There are enough tens. 6 84 Lesson 3 Ex2**Two-Digit Quotients**15-3 6 84 Step 2 Divide the tens. Divide 8 tens by 6 groups. 1 Write 1 in the tens place. Multiply. 1 × 6 tens = 6 tens 6 – Subtract 6 tens from 8 tens. 2 Compare. 2 < 6 Lesson 3 Ex2**Two-Digit Quotients**15-3 1 6 84 6 – 2 Step 3 Divide the ones. Divide 24 ones by 6 groups. 4 Write 4 in the ones place. 4 Multiply. 4 × 6 ones = 24 ones 24 – Subtract 24 ones from 24 ones 0 Compare. 0 < 6 Answer: So, Rami should read 14 pages each day. Lesson 3 Ex2**Two-Digit Quotients**15-3 quotient divisor dividend Check Multiply the quotient by the divisor. 2 14 ×6 8 4 The answer is correct. Lesson 3 Ex2**Two-Digit Quotients**15-3 Shelley makes $5 a day babysitting. She wants to buy an outfit that costs $65. How many days will Shelley have to baby-sit to earn enough money to buy the outfit? • 65 ÷ 5 = 13 • 65 ÷ 5 = 15 • 65 ÷ 5 = 17 • 65 ÷ 5 = 12 Lesson 3 CYP2**Problem-Solving Strategy: Work Backwards**15-4 Five-Minute Check (over Lesson 15-3) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 4 Menu**Problem-Solving Strategy: Work Backwards**15-4 • I will work backward to solve problems. Lesson 4 MI/Vocab**Problem-Solving Strategy: Work Backwards**15-4 Standard 3MR1.2Determine when and how to break a problem into simpler parts. Standard 3NS2.1Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷5 = ___ ). Lesson 4 Standard 1**Problem-Solving Strategy: Work Backwards**15-4 Frannie put some money in the bank to start a savings account. Last month she put in enough money to double that amount. Today, she put in more money and the total amount doubled, again. Now she has $20. How much money did Frannie start with? Lesson 4 Ex1**Problem-Solving Strategy: Work Backwards**15-4 Understand What facts do you know? • The money doubled two times. • The total amount at the end is $20. What do you need to find? • The amount of money Frannie started with. Lesson 4 Ex1**Problem-Solving Strategy: Work Backwards**15-4 Plan Work backward from what you know, $20, to find the amount Frannie started with. Lesson 4 Ex1**Problem-Solving Strategy: Work Backwards**15-4 Solve Start with $20. Find the number that was doubled. Since the amount was doubled two times, find half of $10. Answer: So, the amount of money Frannie started with was $5. Lesson 4 Ex1**Problem-Solving Strategy: Work Backwards**15-4 Check Look back at the problem. When you double $5, the result is $5 × 2 or $10, the result is $10 × 2 or $20. So, the answer is correct. Lesson 4 Ex1**Three-Digit Quotients**15-5 Five-Minute Check (over Lesson 15-4) Main Idea California Standards Example 1 Example 2 Lesson 5 Menu**Three-Digit Quotients**15-5 • I will divide three-digit numbers by one-digit numbers. Lesson 5 MI/Vocab**Three-Digit Quotients**15-5 Standard 3NS2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___ ). Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results. Lesson 5 Standard 1**Three-Digit Quotients**15-5 Hugan read a 572-page book in 4 weeks. How many pages did he read each week? Find 572 ÷ 4. Step 1 Divide the hundreds. 5 > 4. So, there are enough hundreds. 1 Divide. 5 ÷ 4 4 572 Multiply. 4 × 1 = 4 4 – Subtract. 5 – 4 = 1 1 Compare. 1 < 4 Lesson 5 Ex1**Three-Digit Quotients**15-5 1 4 572 4 – 1 Step 2 Regroup. Regroup the remaining 1 hundred as 10 tens. Bring down the 7 tens. 7 Lesson 5 Ex1