Splash Screen Chapter 7 More Division Facts Click the mouse or press the space bar to continue. Chapter 7 More Division Facts Click the mouse or press the space bar to continue.

Chapter Menu Lesson 7-1Lesson 7-1Divide by 3 Lesson 7-2Lesson 7-2Divide by 4 Lesson 7-3Lesson 7-3Problem-Solving Strategy: Make a Table Lesson 7-4Lesson 7-4Divide by 6 and 7 Lesson 7-5Lesson 7-5Divide by 8 and 9 Lesson 7-6Lesson 7-6Determine Unit Cost Lesson 7-7Lesson 7-7Problem-Solving Investigation: Choose a Strategy Lesson 7-8Lesson 7-8Algebra: Expressions and Equations Lesson 7-9Lesson 7-9Algebra: Translate Words to Expressions 7 7 More Division Facts

Lesson 1 Menu Five-Minute Check (over Chapter 6) Main Idea California Standards Example 1 Example 2 Example Divide by 3 Divide Using a Multiplication Table

7-1 Divide by 3 Lesson 1 MI/Vocab I will divide by 3.

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

Lesson 1 Ex1 Esperanza and her two friends earned $21 babysitting. If they divide the money equally, how much will each of them get? 7-1 Divide by 3 Divide a group of 21 into 3 equal groups. Find 21 ÷ 3 or ÷ 3 or 3 21

Locate row 3. Lesson 1 Ex1 7-1 Divide by 3 Follow row 3 to 21. Move straight up the column to the quotient. Answer: So, 21 ÷ 3 = 7 or Each person has $7. 7

Lesson 1 Ex1 7-1 Divide by 3 Check The array below shows that 21 ÷ 3 is 7.

A.$8 B.$12 C.$7 D.$9 Lesson 1 CYP1 7-1 Divide by 3 Julie and her 3 friends made $36 selling lemonade. If they divide the money equally, how much will each of them get?

Lesson 1 Ex2 Obi, Taye, and Chapai have decided to split 9 pieces of pizza equally. How many pieces will each receive? 7-1 Divide by 3 You need to find 9 ÷ 3 or × 3 = 9 Answer: So, 9 ÷ 3 or 3 9 is 3 and three friends will each receive 3 pieces of pizza. 9 ÷ 3 = 3 × = 9

A.2 B.3 C.4 D.1 Lesson 1 CYP2 7-1 Divide by 3 Jenna and Chase have decided to split 6 pieces of pie equally. How many pieces will each receive?

Lesson 1 Ex3 Start at 18 and count back by 3s to Divide by 3 Find 18 ÷ 3 or was subtracted six times. Answer: So, 18 ÷ 3 is 6 or

A.4 B.5 C.6 D.7 Lesson 1 CYP3 7-1 Divide by 3 Find 24 ÷ 4 or 4 24.

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 7-1) Main Idea California Standards Key Concepts: Division Strategies Example 1 Example 2 Example Divide by 4

7-2 Divide by 4 Lesson 2 MI/Vocab I will learn to divide by 4.

7-2 Divide by 4 Lesson 2 Standard 1 Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.

Lesson 2 Key Concept Divide by 4

Lesson 2 Ex1 The distance around a square picture frame is 32 inches. Since each side is the same length, how many inches long is each side? 7-2 Divide by 4 There are 32 counters divided into 4 equal groups. There are 8 counters in each group. Answer: So, 32 ÷ 4 = 8. Each side is 8 inches long.

A.4 B.8 C.5 D.10 Lesson 2 CYP1 7-2 Divide by 4 The distance around the square yard is 40 yards. Since each side is the same length, how many yards long is each side?

Lesson 2 Ex2 Bhanu has 4 rabbits that each weigh the same. If the total weight of the rabbits is 36 pounds, how much does each rabbit weigh? Answer: So, 36 ÷ 4 is 9. Each rabbit weighs 9 pounds. 7-2 Divide by 4 You need to find 36 ÷ 4 or Use a related multiplication fact to solve. 4 × 9 = ÷ 4 = __ 4 × __ = 36

A.8 oz B.9 oz C.6 oz D.7 oz Lesson 2 CYP2 7-2 Divide by 4 Ghandi has 6 gerbils that each weighs the same. If the total weight of the gerbils is 48 ounces, how much does each gerbil weigh?

Lesson 2 Ex3 So is sharing 8 pizza slices with 3 friends. How many slices will each person get? You can use repeated subtraction to solve. Answer: 8 ÷ 4 is 2. So and each of his friends will each get 2 pieces of pizza. 7-2 Divide by 4 You subtracted 4 two times. 8 –

A.1 piece B.3 pieces C.2 pieces D.5 pieces Lesson 2 CYP3 7-2 Divide by 4 Pong is sharing 10 pieces of fruit with 4 friends. How many slices will each person get?

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 7-2) Main Idea California Standards Example 1: Problem-Solving Strategy 7-3 Problem-Solving Strategy: Make a Table

7-3 Problem-Solving Strategy: Make a Table Lesson 3 MI/Vocab I will solve problems by making a table.

7-3 Problem-Solving Strategy: Make a Table Lesson 3 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

7-3 Problem-Solving Strategy: Make a Table Lesson 3 Standard 1 Standard 3AF2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4 or by multiplying the number of horses by 4).

Lesson 3 Ex1 Ian plays the drum and triangle in the school band. He has to hit the drum every third beat and the triangle every fourth beat. On what two beats will Ian hit the drum and the triangle together? 7-3 Problem-Solving Strategy: Make a Table

Lesson 3 Ex1 Understand What facts do you know? Ian hits the drum on every third beat. He hits the triangle on every fourth beat. What do you need to find? When Ian will hit the drum and triangle together. 7-3 Problem-Solving Strategy: Make a Table

Lesson 3 Ex1 Plan Organize the information in a table. Then use the table to solve. 7-3 Problem-Solving Strategy: Make a Table

Lesson 3 Ex1 Solve The table shows the beats Ian hits the drum and the beats he hits the triangle. Circle the numbers that are the same in both rows of the table. Answer: So, Ian will hit both the drum and the triangle on beats 12 and Problem-Solving Strategy: Make a Table

Lesson 3 Ex1 Check Look back at the problem. Since 12 and 24 can both be evenly divided by 3 and 4, you know the answer is correct. 7-3 Problem-Solving Strategy: Make a Table

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 7-3) Main Idea California Standards Example 1 Example 2 Example Divide by 6 and 7

7-4 Divide by 6 and 7 Lesson 4 MI/Vocab I will learn to divide by 6 and 7.

7-4 Divide by 6 and 7 Lesson 4 Standard 1 Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.

Lesson 4 Ex1 Dimas has a bookcase with 6 shelves. He has 54 books to place on the shelves. How many books should be put on each shelf if he wants each shelf to hold the same number of books? 7-4 Divide by 6 and 7 Use an array to find 54 ÷ 6 or 6 54.

Lesson 4 Ex1 7-4 Divide by 6 and 7 In the array, each shelf is represented by one column, so there are 6 columns. There are 9 books in each column to make 54. So, there will be 9 books on each shelf. Answer: So, 54 ÷ 6 = 9 or Dimas will put 9 books on each shelf.

A.3 B.6 C.7 D.10 Lesson 4 CYP1 7-4 Divide by 6 and 7 The cubbies at Jaydn’s school have 3 hooks. There are 21 coats to put away. How many coats should be on each hook?

Lesson 4 Ex2 Miriam went to 14 movies in seven months. She went to the same number of movies each month. How many movies did she go to each month? Use repeated subtraction to find 14 ÷ 7. The number 7 is subtracted two times. Answer: So, 14 ÷ 7 = 2. Miriam went to 2 movies each month. 7-4 Divide by 6 and 7 14 –

Lesson 4 CYP2 7-4 Divide by 6 and 7 Isa went to 16 birthday parties in 8 months. She went to the same number of parties each month. How many parties did she go to each month? A.1 party B.2 parties C.3 parties D.4 parties

Lesson 4 Ex3 Kobla will put 18 goldfish into 6 fishbowls. Each bowl will have the same number of fish. How many goldfish will go in each bowl? Use a related fact to solve 18 ÷ 6. Answer: So, 18 ÷ 6 = 3. Kobla will put 3 goldfish in each bowl. 7-4 Divide by 6 and 7 6 × 3 = ÷ 6 = 6 × = 18

A.6 treats B.3 treats C.4 treats D.9 treats Lesson 4 CYP3 7-4 Divide by 6 and 7 Beyonce had 27 treats in 9 goodie bags for her party. Each bag will have the same number of treats. How many treats will go into each bag?

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 7-4) Main Idea California Standards Example 1 Example 2 Example Divide by 8 and 9

7-5 Divide by 8 and 9 Lesson 5 MI/Vocab/Standard 1 I will learn to divide by 8 and 9.

7-5 Divide by 8 and 9 Lesson 5 Standard 1 Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.

Lesson 5 Ex1 Refer to the pictograph to the right. How many symbols should be drawn to show 48 for 2 or more visits? Find 48 ÷ 8. There are 48 students being grouped by Divide by 8 and 9

Lesson 5 Ex1 7-5 Divide by 8 and 9 One Way: Multiplication 8 × 6 = 48 So, 48 ÷ 8 = ÷ 8 = 8 × = 48

Lesson 5 Ex1 Answer: So, there should be 6 symbols in the row. 7-5 Divide by 8 and 9 Another Way: Division 48 ÷ 6 = 8 So, 48 ÷ 8 = ÷ 8 = 48 ÷ = 8

A.12 students B.11 students C.10 students D.9 students Lesson 5 CYP1 7-5 Divide by 8 and 9 63 students visited the penguin exhibit this week. If there are 7 days in a week and the same amount of students visited each day how many students visited the penguin exhibit on Monday?

Lesson 5 Ex2 Nine volunteers made 18 flower arrangements for a school sale. Each made the same number of arrangements. How many did each make? Find 18 ÷ Divide by 8 and 9

Lesson 5 Ex2 7-5 Divide by 8 and 9 One Way: Multiplication 9 × 2 = 18 So, 18 ÷ 9 = ÷ 9 = 9 × = 18

Lesson 5 Ex2 7-5 Divide by 8 and 9 Another Way: Division So, 18 ÷ 9 = 2. Answer: So, each volunteer made 2 arrangements. 18 ÷ 2 = 9 18 ÷ 9 = 18 ÷ = 9

A.10 subs B.9 subs C.8 subs D.7 subs Lesson 5 CYP2 7-5 Divide by 8 and 9 Nine band members made 81 sub sandwiches for a fundraiser. Each made the same number of subs. How many did each band member make?

Lesson 5 Ex3 Eduardo traveled 72 miles by bike along the coast in 9 days. He traveled the same number of miles each day. How many miles did he travel each day? Use repeated subtraction to find 72 ÷ Divide by 8 and 9

Lesson 5 Ex3 7-5 Divide by 8 and 9 72 – 9 63 – 9 54 – 9 45 – 9 36 – 9 27 – 9 18 – Answer: So, 72 ÷ 9 = 8. He traveled 8 miles each day.

A.3 miles B.4 miles C.2 miles D.8 miles Lesson 5 CYP3 7-5 Divide by 8 and 9 Jingle walked 24 miles in 8 days. She traveled the same distance each day. How many miles did she travel each day?

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 7-5) Main Idea and Vocabulary California Standards Example 1 Example Determine Unit Cost

7-6 Determine Unit Cost Lesson 6 MI/Vocab I will determine unit cost. unit cost

7-6 Determine Unit Cost Lesson 6 Standard 1 Standard 3NS2.7 Determine the unit cost when given the total cost and number of units.

Lesson 6 Ex1 The price for 4 birthday cards is $8. Ofelia wants to buy 1 card. How much will it cost? 7-6 Determine Unit Cost Answer: So, it costs $2 to buy one birthday card. =$2$8÷4 = ÷4 Check $2 × 4 = $8, the answer is correct.

A.$6 B.$5 C.$4 D.$3 Lesson 6 CYP1 7-6 Determine Unit Cost The price for 6 packages of stickers is $18. Oliver wants to buy 1 package. How much will it cost?

Lesson 6 Ex2 Steve needs to buy paper towels. He can buy a package of 2 for $6 or a package of 3 for $9. Which package is the better buy? Find the unit cost of each package. Then compare. 7-6 Determine Unit Cost

Lesson 6 Ex2 Answer: So, the unit costs are the same. 7-6 Determine Unit Cost $6 ÷ 2 = $3$9 ÷ 3 = $3 unit cost: $3 each 2 paper towels for $63 paper towels for $9

A.The unit costs are the same. B.9 for $18 C.3 for $12 Lesson 6 CYP2 7-6 Determine Unit Cost Jolene needs to buy toilet paper. He can buy a package of 3 for $12 or a package of 9 for $18. Which package is a better buy?

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 7-6) Main Idea California Standards Example 1: Problem-Solving Investigation 7-7 Problem-Solving Investigation: Choose a Strategy

7-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 MI/Vocab I will choose the best strategy to solve a problem.

7-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

7-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 Standard 2 Standard 3NS2.3 Use the inverse relationship of multiplication and division to compute and check results.

Lesson 7 Ex1 SELMA: I bought 3 shorts and 2 shirts. My sister Lexie bought 4 shorts and 2 shirts. YOUR MISSION: Find out how many different shirt and shorts combinations each girl can make. 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Understand What facts do you know? You know what each girl bought. What do you need to find? Find out how many different shirt and shorts combinations they can each make. 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Plan You need to organize the information. So, the make a table strategy is a good choice. 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Solve Set up a table for each girl. Make a row for each pair of shorts and a column for each shirt. List the possible shirt and shorts combinations. 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Solve 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Solve Answer: So, Lexie can make more combinations. 7-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Check Look back at the problem. Since 3 × 2 = 6 and 4 × 2 = 8, you know that the number of clothing combinations is correct. 7-7 Problem-Solving Investigation: Choose a Strategy

End of Lesson 7

Lesson 8 Menu Five-Minute Check (over Lesson 7-7) Main Idea and Vocabulary California Standards Example 1 Example 2 Example Algebra: Expressions and Equations

7-8 Algebra: Expressions and Equations Lesson 8 MI/Vocab I will use expressions and equations. expression equation

7-8 Algebra: Expressions and Equations Lesson 8 Standard 1 Standard 3AF1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

7-8 Algebra: Expressions and Equations Lesson 8 Standard 2 Standard 3AF1.2 Solve problems involving numeric equations or inequalities. Standard 3AF1.3 Select appropriate operational and relational symbols to make an expression true.

42 Lesson 8 Ex1 Sol and his 5 friends decide to share 42 golf balls. Write an expression to show how to find the number of balls each person gets. 7-8 Algebra: Expressions and Equations ÷ Answer: So, 42 ÷ 6 is the expression. 6

A.4 × 48 B.48 × 4 C.48 ÷ 4 D.4 ÷ 48 Lesson 8 CYP1 7-8 Algebra: Expressions and Equations Tina and her 3 sisters decide to share 48 markers. Choose the expression that shows how to find the number of markers each person gets.

Lesson 8 Ex2 7-8 Algebra: Expressions and Equations 24 An equal number of Adcola’s 24 fish have been put into 4 different tanks. Write and expression that shows the number of fish in each tank. ÷ Answer: So, 24 ÷ 4 is the expression. 4

A.5 × 30 B.3 ÷ 30 C.30 × 5 D.30 ÷ 5 Lesson 8 CYP2 7-8 Algebra: Expressions and Equations An equal number of Choriza’s 30 socks have been put into 5 different drawers. Which expression show the number of socks in each drawer?

Lesson 8 Ex3 7-8 Algebra: Expressions and Equations Four friends bought a total of 28 baseball cards. If the cards are divided equally among the friends, how many will each person get? Write and solve an equation. Answer: So, 28 ÷ 4 is the expression. 428 ÷

A.36 ÷ 6 = 6 B.36 ÷ 6 = 7 C.36 × 6 = 6 D.36 × 6 = 216 Lesson 8 CYP3 7-8 Algebra: Expressions and Equations 6 friends collect a total of 36 bugs. If they each caught the same amount, how many did each person catch? Choose the correct equation and answer.

Lesson 8 Ex4 7-8 Algebra: Expressions and Equations Answer: So, the symbol – makes the equation true. 50 – 5 = = = 45 false true Choose one of the symbols +, –, ×, or ÷ to make the equation 50 5 = 45 true = 45 ?

A.+ B.– C.× D.÷ Lesson 8 CYP4 7-8 Algebra: Expressions and Equations Choose one of the symbols to make 64 8 = 8 true.

Lesson 8 Ex5 7-8 Algebra: Expressions and Equations Answer: So, the number 8 will make the equation true. 17 = = 17 Find a number that makes 26 – 9 = + 9 true. 26 – 9 = + 9

A.3 B.4 C.5 D.6 Lesson 8 CYP5 7-8 Algebra: Expressions and Equations Find the number that makes = × 8 true.

End of Lesson 8

Lesson 9 Menu Five-Minute Check (over Lesson 7-8) Main Idea California Standards Example 1 Example 2 Example 3 Example Algebra: Translate Words to Expressions

7-9 Algebra: Translate Words to Expressions Lesson 9 MI/Vocab I will write expressions to show relationships.

7-9 Algebra: Translate Words to Expressions Lesson 9 Standard 1 Standard 3AF1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

You know that Jin has 5 autographs. In this situation, the phrase times as many means to multiply. Lesson 9 Ex1 Pam has 3 times as many football autographs as Jin. Jin has 5 autographs. Write an expression to show the number of autographs Pam has. 7-9 Algebra: Translate Words to Expressions Words Expression Jin’s autographs times as many number 5 × 3

A.10 ÷ 4 B.10 – 4 C.10 × 4 D Lesson 9 CYP1 7-9 Algebra: Translate Words to Expressions Mabel can text 4 times as many letters as Bobbi. Bobbi can text 10 letters each minute. Choose the expression that shows the number of letters Mabel can text.

Lesson 9 Ex2 Mike has 4 less fish than Dwight. Dwight has 17 fish. Write an expression to show the number of fish that Mike has. You know that Dwight has 17 fish. In this situation, the phrase less means to subtract. 7-9 Algebra: Translate Words to Expressions Words Expression Dwight’s fish less number 17 – 4

A.24 – 8 B C.24 ÷ 8 D.24 × 8 Lesson 9 CYP2 7-9 Algebra: Translate Words to Expressions Mi-Linn has $8 less than Chang. Chang has $24. Choose the expression that shows the amount of money Mi-Linn has.

Lesson 9 Ex3 Angie’s age plus Leopoldo’s age is the same as Hector’s age. Angie is 8 and Leopoldo is 13. Write an expression to show Hector’s age. 7-9 Algebra: Translate Words to Expressions You know that Angie’s age is 8 and Leopoldo’s age is 13. In this situation, the phrase plus means to add. Words Expression Angie’s age plus number

A.16 – 4 B.16 × 4 C.16 ÷ 4 D Lesson 9 CYP3 7-9 Algebra: Translate Words to Expressions Tino has 16 flowers and Jesse has 4 flowers. Molly has the same amount of flowers as Tino and Jesse together. Choose the expression that shows the number of flowers Molly has.

Lesson 9 Ex4 Marcie rode her bike 42 miles during the last 7 days. She rode the same number of miles each day. Write an expression to show how many miles she rode each day. You know that Marcie rode a total of 42 miles. In this situation, the word each tells you to divide. 7-9 Algebra: Translate Words to Expressions Words Expression Total miles divided by days 42 ÷ 7

A.54 ÷ 6 = 9 B.54 ÷ 6 = 8 C.6 × 54 = 324 D.54 – 6 = 48 Lesson 9 CYP4 7-9 Algebra: Translate Words to Expressions Jimbo needs to deliver 54 newspapers. If he delivers 6 newspapers each day, how many days will it take to deliver them all? Choose the correct expression and answer.

End of Lesson 9

7 7 More Division Facts CR Menu Five-Minute Checks Divide Using a Multiplication Table

7 7 More Division Facts 5Min Menu Lesson 7-1Lesson 7-1(over Chapter 6) Lesson 7-2Lesson 7-2(over Lesson 7-1) Lesson 7-3Lesson 7-3(over Lesson 7-2) Lesson 7-4Lesson 7-4(over Lesson 7-3) Lesson 7-5Lesson 7-5(over Lesson 7-4) Lesson 7-6Lesson 7-6(over Lesson 7-5) Lesson 7-7Lesson 7-7(over Lesson 7-6) Lesson 7-8Lesson 7-8(over Lesson 7-7) Lesson 7-9Lesson 7-9(over Lesson 7-8)

7 7 More Division Facts A.No; 30¢ ≠ 45¢ B.Yes; 30¢ = 30¢ 5Min 1-1 (over Chapter 6) Tell whether each equation is balanced. 1 dime × 3 = (1 dime + 1 nickel) × 3

7 7 More Division Facts A.No; 5 ≠ 4 B.Yes; 4 = 4 5Min 1-2 (over Chapter 6) Tell whether each equation is balanced. 2 × 6 ÷ 3 = 16 ÷ 4

7 7 More Division Facts 5Min 1-3 (over Chapter 6) A.6 B.8 C.4 D.7 Complete the equation to make it balanced. (8 × 5) ÷ 4 = 2 × ( __ –3)

7 7 More Division Facts A.30; 300; 3,000 B.35, 350, 3,500 5Min 2-1 (over Lesson 7-1) Multiply. 5 × 7; 5 × 70; 5 × 700

7 7 More Division Facts A.11; 110; 1,100 B.18; 180; 1,800 5Min 2-2 (over Lesson 7-1) Multiply. 9 × 2; 9 × 20; 9 × 200

7 7 More Division Facts A.12,000 B.1,700 C.27,000 5Min 2-3 (over Lesson 7-1) Multiply. Use mental math. 3 × 9,000

7 7 More Division Facts A.1,000 B.100 C.700 5Min 2-4 (over Lesson 7-1) Multiply. Use mental math. 2 × 500

7 7 More Division Facts A.No, 7 days in one week × 50 papers per day is 120 papers. He will not deliver at least 320. B.Yes, 7 days in one week × 50 papers per day is 350 papers. He will deliver at least Min 3-1 (over Lesson 7-2) Decide whether the answer is reasonable. Explain your reasoning. Kyle delivers 50 papers a day in his neighborhood. Is it reasonable to expect that he will deliver 320 by the end of 1 week?

7 7 More Division Facts A.439 rounds to 450 × 3 = 1,350 B.439 rounds to 400 × 3 = 1,200 5Min 4-1 (over Lesson 7-3) Estimate products. 3 × 439

7 7 More Division Facts A.912 rounds to 900 × 6 = 5,400 B.912 rounds to 1,000 × 6 = 6,000 5Min 4-2 (over Lesson 7-3) Estimate products. 6 × 912

7 7 More Division Facts A.291 rounds to 200 × 7 = 1,400 B.291 rounds to 300 × 7 = 2,100 5Min 4-3 (over Lesson 7-3) Estimate products. 7 × 291

7 7 More Division Facts 5Min 4-4 (over Lesson 7-3) A.68 rounds to 75 × 4 = 300 B.68 rounds to 70 × 4 = 280 Estimate products. 4 × 68

7 7 More Division Facts A.46 B.64 C.22 D.88 5Min 5-1 (over Lesson 7-4) Multiply. 2 × 44

7 7 More Division Facts A.156 B.43 C.76 D.16 5Min 5-2 (over Lesson 7-4) Multiply. 4 × 39

7 7 More Division Facts A.$124 B.$51 C.$63 D.$83 5Min 5-3 (over Lesson 7-4) Multiply. 3 × $21

7 7 More Division Facts 5Min 5-4 (over Lesson 7-4) A.445 B.1,020 C.400 D.1,220 Multiply. 5 × 89

7 7 More Division Facts A.$43; Work Backward B.$3; Not Reasonable 5Min 6-1 Use any strategy to solve. Tell what strategy you used. Adriana went to an amusement park on a camp trip during summer vacation. She spent $24 on an admission ticket, $3 on a drink, and bought 4 souvenir postcards for $1 each. If she had $12 left, how much money did she start with? (over Lesson 7-5)

7 7 More Division Facts A.1,200 B.598 C.1,192 D.3,050 5Min 7-1 (over Lesson 7-6) Multiply. Check for reasonableness. 2 × 596

7 7 More Division Facts A.2,492 B.2,496 C.3,567 D.124 5Min 7-2 (over Lesson 7-6) Multiply. 4 × 623

7 7 More Division Facts A.1,588 B.14,568 C.15,564 D.1,888 5Min 7-3 (over Lesson 7-6) Multiply. 3 × 5,188

7 7 More Division Facts 5Min 7-4 (over Lesson 7-6) A.9,615 B.61,599 C.5,478 D.62,605 Multiply. 5 × 1,923

7 7 More Division Facts 5Min 8-1 (over Lesson 7-7) A.20 B.23 C.15 D.5 What is the next number in the pattern? 1, 5, 6, 10, 11, 15, 16, ___

7 7 More Division Facts 5Min 9-1 (over Lesson 7-8) A.2 × 8 B.3 × 2 C.6 × 3 D.1 × 3 Write an expression for the following situation. 3 girls each ate 2 pieces of pizza. How many pieces of pizza did the girls eat altogether?

7 7 More Division Facts 5Min 9-2 (over Lesson 7-8) A.42 ÷ 8 B.42 ÷ 6 C.6 ÷ 2 D.2 ÷ 6 Write an expression for the following situation. 42 flowers are equally divided into 6 bunches of flowers. How many flowers are in each bunch?

7 7 More Division Facts 5Min 9-3 (over Lesson 7-8) A.16 B.8 C.4 D.2 Choose a number to make the equation true. 4 × ___ = 2 × 8

7 7 More Division Facts 5Min 9-4 (over Lesson 7-8) A.3 B.10 C.43 D.8 Choose a number to make the equation true. 10 – 5 = 13 – ___

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