Chapter 15 Divide by One-Digit Numbers Click the mouse or press the space bar to continue. Splash Screen

Lesson 15-1 Divide Multiples of 10, 100, and 1,000 Divide by One-Digit Numbers 15 Lesson 15-1 Divide Multiples of 10, 100, and 1,000 Lesson 15-2 Estimate Quotients Lesson 15-3 Two-Digit Quotients Lesson 15-4 Problem-Solving Strategy: Work Backwards Lesson 15-5 Three-Digit Quotients Lesson 15-6 Problem-Solving Investigation: Choose the Best Strategy Lesson 15-7 Divide Money Chapter Menu

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

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

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

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

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

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

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

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

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

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

End of Lesson 1

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

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

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

You need to estimate 238 ÷ 8 or 8 238. 15-2 Estimate Quotients There are 238 children in the school. If there are 8 classrooms, about how many students are there in each class? You need to estimate 238 ÷ 8 or 8 238. Step 1 Round. Round 238 to the nearest ten that has a basic fact you can use. 238 ÷ 8 240 ÷ 8 Lesson 2 Ex1

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

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

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

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

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

End of Lesson 2

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

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

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

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

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

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

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

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

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

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

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

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

End of Lesson 3

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

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

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

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

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

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

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

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

End of Lesson 4

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

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

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

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

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

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

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

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

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

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

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

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

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

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

End of Lesson 5

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

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

15-6 Problem-Solving Investigation: Choose the Best Strategy Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 6 Standard 1

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

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

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

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

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

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

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

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

End of Lesson 6

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

End of Lesson 7

Five-Minute Checks Division CR Menu

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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