Math Gr4 Ch9

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Chapter 9Divide by a One-Digit NumberClick the mouse or press the space bar to continue.

Chapter Menu

Lesson 9-1Division with RemaindersLesson 9-2Divide Multiples of 10, 100, and 1,000Lesson 9-3Problem-Solving Strategy: Guess and CheckLesson 9-4Estimate QuotientsLesson 9-5Two-Digit QuotientsLesson 9-6Problem-Solving Investigation: Choose a StrategyLesson 9-7Three-Digit QuotientsLesson 9-8Quotients with ZerosLesson 9-9Divide Greater Numbers

9Divide by a One-Digit Number

Lesson 1 Menu

Five-Minute Check (over Chapter 8)Main IdeaCalifornia StandardsExample 1Example 2Example 3

9-1Division with Remainders

9-1Division with RemaindersLesson 1 MI/Vocab

I will carry out division with and without remainders.

9-1Division with RemaindersLesson 1 Standard 1

Preparation for Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results.

Jos wants to change the buttons on his school uniform shirts. Each shirt has 7 buttons. He bought a package of 84 buttons. On how many shirts will he be able to change the buttons.There are 84 buttons. Each shirt has 7 buttons. Find 84 7.Lesson 1 Ex1


Step 1 Divide the tens.Lesson 1 Ex1

7

847

84

1Can 8 tens be divided equally into groups of 7?Yes, there is one ten in each group.


Step 2 Multiply, subtract, and compare.Lesson 1 Ex1

7

841Multiply. 7 1 = 77 Subtract. 8 7 = 1

1 Compare. 1 < 7Step 3 Bring down the ones.Bring down 4 ones.14 ones in all.7

8417

1

4


Step 4 Divide the ones.Lesson 1 Ex1

Divide. 14 7 = 2 Put 2 in the quotient.7

8417

1

4 2 Multiply. 2 7 = 14Subtract. 14 14 = 014

0 Compare. 0 < 7Answer: So, Jos will be able to change the buttons on 12 shirts.


Lesson 1 CYP1

17

22

25

27

Victor is making care packages with his charity group for students in college. He has a package of 54 travel size soaps. 2 soaps go in each care package. How many care packages will he be able be able to fill with soap?


Lesson 1 Ex2Find 48 6.Step 1 Divide the tens.

6

48Divide.6 does not divide into 4.So, there are no tens in each group.


Remainder = 0Lesson 1 Ex2Step 2 Divide the ones.

Divide. 48 6 = 8So, 8 ones is in each group.Multiply. 8 6 = 486

48848

0 Subtract. 48 48 = 0Compare. 0 < 6R0Answer: So, 48 6 = 8.


Lesson 1 CYP2

5 R2

15 R2

10 R0

15 R0

Find 77 5.


Lesson 1 Ex3Markus wants to go to the go-cart park with his friends. The group rate is $63 for 5 guests. How much will each person need to pay for their share of the group price?

Step 1 Divide the tens.5

631Divide. 6 5 = 15 So, one tens is in each group.

1 Multiply. 5 1 = 5Subtract. 6 5 = 1Compare. 1 < 5


Lesson 1 Ex3Step 2 Divide the ones.

Divide. 13 5 = 2Put 2 in the quotient.5

6315

1 Multiply. 5 2 = 10Subtract. 13 10 = 3Compare. 3 < 5

3 Bring down the ones.Remainder = 32 10

3 R3 Answer: So, each person will have to pay a little over $12.


Lesson 1 CYP3

a little over $6

exactly $6

a little over $7

exactly $7

Six friends went to the movies together. The total cost for the movies is $44. How much does each person have to pay?


End of Lesson 1

Lesson 2 Menu

Five-Minute Check (over Lesson 9-1)Main IdeaCalifornia StandardsExample 1Example 2

9-2Divide Multiples of 10, 100, and 1,000

9-2Divide Multiples of 10, 100, and 1,000Lesson 2 MI/Vocab

I will use basic facts and patterns to divide mentally.

9-2Divide Multiples of 10, 100, and 1,000Lesson 2 Standard 1

Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results.

Lesson 2 Ex1

The factory line just completed 600 wheels for their tricycles. How many tricycles can they make with the 600 wheels?Each tricycle has 3 wheels, so you need to divide 600 by 3.


Lesson 2 Ex1


One Way: Use a Multiplication Pattern3 2 = 63 20 = 603 200 = 600

6 3 = 260 3 = 20600 3 = 200

Lesson 2 Ex1


Another Way: Use a Basic Fact6 3 = 260 3 = 20600 3 = 200basic fact

Answer: So, the factory can make 200 tricycles.

Lesson 2 CYP1


5

40

50

500

Fred collects coins and puts them in an album. He has 400 coins. If 8 coins fit on a page, how many pages does he have filled in the album?

Lesson 2 Ex2

Find the quotient of 3,200 and 80.


One Way: Use a Multiplication Pattern8 4 = 3280 4 = 32080 40 = 3,200

32 8 = 4320 80 = 43,200 80 = 40

Lesson 2 Ex2


32 8 = 4320 80 = 43,200 80 = 40basic fact

Another Way: Use a Basic FactThe basic fact for 3,200 80 is 32 8.Answer: So, the quotient is 40.

Lesson 2 CYP2


90

900

9,000

80

Find the quotient of 6,300 and 70.

End of Lesson 2

Lesson 3 Menu

Five-Minute Check (over Lesson 9-2)Main IdeaCalifornia StandardsExample 1: Problem-Solving Strategy

9-3Problem-Solving Strategy: Guess and Check

9-3Problem-Solving Strategy: Guess and CheckLesson 3 MI/Vocab

I will solve problems by using the guess and check strategy.

9-3Problem-Solving Strategy: Guess and CheckLesson 3 Standard 1

Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

9-3Problem-Solving Strategy: Guess and CheckLesson 3 Standard 2

Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 3 Ex1Ruben bought 3 gifts for his sisters. Two of the gifts cost the same. The other gift costs $3 more than the other two. If the total amount or money spent was $27, how much did each gift cost?


Lesson 3 Ex1UnderstandWhat facts do you know?There are 3 gifts, and two gifts cost the same.One gift is $3 more than the other two.Ruben spent $27 on all 3 gifts.What do you need to find?The cost of each gift.


Lesson 3 Ex1PlanYou can guess and check to solve the problem.


Lesson 3 Ex1SolveUse gift + gift + (gift + $3) = $27 and make logical guesses.


Start with numbers smaller than $10 because $10 3 = $30 and the total is less than $30.

Lesson 3 Ex1SolveTry $9.


$9 + $9 + ($9 + $3) = $30No, too large.Try $8.$8 + $8 + ($8 + $3) = $27yesAnswer: So, two gifts cost $8 each and the third gift costs $8 + $3, or $11.

Lesson 3 Ex1CheckSubtract the cost of each gift from the total cost.


First gift:$27 $8 = $19Second gift:$19 $8 = $11Third gift:$11 $11 = $0 So, the answer is correct.

End of Lesson 3

Lesson 4 Menu

Five-Minute Check (over Lesson 9-3)Main Idea and VocabularyCalifornia StandardsExample 1Example 2

9-4Estimate Quotients

9-4Estimate QuotientsLesson 4 MI/Vocab

I will estimate quotients.

compatible numbers

9-4Estimate QuotientsLesson 4 Standard 1


Lesson 4 Ex1A small wading pool holds 225 gallons of water and it takes 3 hours to fill. About how many gallons are put into the pool in one hour? Estimate the quotient of 225 and 3.


Lesson 4 Ex1


One Way: Compatible Numbers225 3210 3 = 703 7 = 21

Lesson 4 Ex1


Another Way: Basic Facts225 33 7 = 213 70 = 210210 3 = 70

Lesson 4 Ex1


Answer: So, about 70 gallons of water are put into the pool in one hour.

Lesson 4 CYP1


5

50

6

60

Estimate 310 5.

Lesson 4 Ex2

The hotdog stand at the school carnival earned $1,315 today and sold only $4 combination meals. About how many meals did they sell?


Lesson 4 Ex2


One Way: Compatible Numbers$1,315 $4$1,200 $4 = 3004 3 = 12

Lesson 4 Ex2


Another Way: Basic Facts$1,315 $44 3 = 124 30 = 120$1,200 $4 = 3004 300 = 1,200

Lesson 4 Ex2


Answer: So, they sold about 300 meals.

Lesson 4 CYP2


100

200

300

400

Estimate 1,700 8.

End of Lesson 4

Lesson 5 Menu


9-5Two-Digit Quotients

9-5Two-Digit QuotientsLesson 5 MI/Vocab

I will divide a two-digit dividend by a one-digit number.

9-5Two-Digit QuotientsLesson 5 Standard 1

Preparation for Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results.

9-5Two-Digit QuotientsLesson 5 Standard 2

Standard 4MR2.1 Use estimation to verify the reasonableness of calculated results.

Lesson 5 Ex1

There are 96 cans of tennis balls in 4 boxes. How many cans are in each box?


Estimate 96 4 100 4 = 25

Step 1 Divide the tens.4

96Divide. 9 4 = 2 Put 2 in the quotient.Multiply. 4 2 = 8Subtract. 9 8 = 1Compare. 1 < 428

1

Compare. 0 < 4Lesson 5 Ex1

Step 2 Divide the ones.


Divide. 16 4 = 4 Put 4 in the quotient.Multiply. 4 4 = 16Subtract. 16 16 = 0Remainder = 04

9628

1Bring down the ones.4

6 16

0R0 Answer: So, 96 4 = 24. The answer is reasonable because it is close to the estimate of 25.

Lesson 5 CYP1


22

20 R2

12

10 R2

There are 102 packs of crackers in 5 cases. How many packs are in each case?

Lesson 5 Ex2Shelley and 6 of her friends are using beads to make necklaces. She has 338 beads to share. How many beads will each of them get?

There are 338 beads and 7 friends (Shelley and 6 of her friends).


Divide 338 7.Estimate 338 7 350 7 = 50

Lesson 5 Ex2Step 1 Estimate to place the first digit.


7

3387

338x

Lesson 5 Ex2Step 2 Divide the tens.


7

338428

5Divide. 33 7 = 4 Put 4 in the quotient.Multiply. 7 4 = 28Subtract. 33 28 = 5Compare. 5 < 7

Lesson 5 Ex2Step 3 Divide the ones.


7

338428

5Divide. 58 7 = 8 Put 8 in the quotient.Multiply. 7 8 = 56Subtract. 58 56 = 2Compare. 2 < 7Bring down the ones.Remainder = 28

856

2R2Answer: So, each person will get 48 beads and 2 will be left over. The answer, 48 R2, is close to the estimate, so the answer is reasonable.

Lesson 5 CYP2


81 R5

81 R3

72 R0

71 R5

Lupe and 5 of his friends are looking at baseball cards at his house. If Lupe has 491 baseball cards, and he splits them evenly between him and his friends evenly to look at, how many cards does each person get?

End of Lesson 5

Lesson 6 Menu

Five-Minute Check (over Lesson 9-5)Main Idea California StandardsExample 1: Problem-Solving Investigation

9-6Problem-Solving Investigation: Choose a Strategy

9-6Problem-Solving Investigation: Choose a StrategyLesson 6 MI/Vocab

I will choose the best strategy to solve a problem.

9-6Problem-Solving Investigation: Choose a StrategyLesson 6 Standard 1

Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

9-6Problem-Solving Investigation: Choose a StrategyLesson 6 Standard 2

Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 6 Ex1

CINDY: I had some stamps. I bought 6 more stamps. I traded 4 of my stamps for 8 of my friends stamps. I now have 32 stamps.

YOUR MISSION: Find how many stamps Cindy started with.


Lesson 6 Ex1

Understand

What facts do you know?Cindy bought 6 stamps.She traded 4 stamps for 8 stamps.She now has 32 stamps.What do you need to find?Find the number of stamps Cindy started with.


Lesson 6 Ex1

PlanYou need to find how many stamps Cindy started with. So, the work backward strategy is a good choice.


Lesson 6 Ex1

Solve


Start with the end result, then work backwards one step at a time.End result

stamps Cindy has nowstamps Cindy received from a friend

Lesson 6 Ex1

Solve

Answer: 22 stamps


stamps Cindy gave to a friendstamps Cindy bought

Lesson 6 Ex1

CheckLook back at the problem. Cindy gained 14 stamps and lost 4. This means she has 10 more stamps then she started with. If she now has 32 stamps, then she started with 22 stamps. The answer is correct.


End of Lesson 6

Lesson 7 Menu


9-7Three-Digit Quotients

9-7Three-Digit QuotientsLesson 7 MI/Vocab

I will divide a three-digit dividend by a one-digit number.

9-7Three-Digit QuotientsLesson 7 Standard 1


Lesson 7 Ex1

A teacher orders pencils in large plastic jars. Each jar holds 276 pencils. To how many students can he give 2 pencils?


Estimate 276 2 280 2 = 140

Step 1 Divide the hundreds.Divide. 2 2 = 1 Put 1 in the quotient.Multiply. 2 1 = 2Subtract. 2 2 = 0Compare. 0 < 22

27612

0

Lesson 7 Ex1

Step 2 Divide the tens.


Divide. 7 2 = 3 Put 3 in the quotient.Multiply. 3 2 = 6Subtract. 7 6 = 1Compare. 1 < 22

27612

0Bring down the tens.37

6

1

Lesson 7 Ex1

Step 3 Divide the ones.


Divide. 16 2 = 8 Put 8 in the quotient.Multiply. 8 2 = 16Subtract. 16 16 = 0Compare. 0 < 2Bring down the ones.2

27612

037

6

16

816

0Answer: So, 138 students can receive 2 pencils. Since the answer, 138, is close to the estimate of 140, the answer is reasonable.

Lesson 7 CYP1


61

161

111

121

Find 322 2.

Lesson 7 Ex2The principal wants to form reading groups of 4 for 567 students. How many groups will be formed?


To find how many groups will be formed, divide 567 by 4.Estimate 567 4 560 4 = 140

Lesson 7 Ex2


4

56714

146

1607

14

3R3

Answer: So, 141 groups will be formed with 3 people left over. The answer is close to the estimate of 140, so the answer is reasonable.

Lesson 7 CYP2


112 R4

121 R4

111 R4

111 R5

A group of 892 volunteers want to split up into groups of 8 to do different community service projects. How many groups will be formed?

End of Lesson 7

Lesson 8 Menu


9-8Quotients with Zeros

9-8Quotients with ZerosLesson 8 MI/Vocab

I will divide with zeros in the quotients.

9-8Quotients with ZerosLesson 8 Standard 1


Lesson 8 Ex1

Rita is using 315 beads to make beaded necklaces for 3 of her friends. If each necklace has the same number of beads, how many beads will each necklace have?


You need to find 315 3.Step 1 Divide the hundreds.Divide. 3 3 = 1 Put 1 in the quotient.Multiply. 3 1 = 3Subtract. 3 3 = 0Compare. 0 < 33

31513

0

Lesson 8 Ex1


Step 2 Divide the tens.Divide. Since 1 < 3, there is not enough to divide. So, put 0 in the quotient. Multiply. 3 0 = 0Subtract. 1 0 = 1Compare. 1 < 33

31513

0Bring down the tens.01

0

1

Lesson 8 Ex1


Step 3 Divide the ones.Divide. 15 3 = 5 Put 5 in the quotient.Multiply. 3 5 = 15Subtract. 15 15 = 0Compare. 0 < 3Bring down the ones.3

31513

001

0

15

515

0Answer: So, each necklace will have 105 beads.

Lesson 8 CYP1


118

108

119

109

Felix bowled 327 in 3 games of bowling. If he scored the same for each game, what was his score for each game?

Lesson 8 Ex2The camping club spent $217 on 2 large tents. How much did each tent cost?


Estimate 217 2 220 2 = 110

To find the cost of each tent, you need to find 217 2.

Lesson 8 Ex2


2

21712

001

017

816

1R1

Answer: So, the camping club spent a little over $108 for each tent. The answer is close to the estimate of 110, so the answer is reasonable.Remember to divide, multiply, subtract, and compare. Then bring down the next number in the dividend.

Lesson 8 CYP2


$102

$103

$112

$113

A ski club spent $408 on 4 pairs of skis. What is the cost of each pair?

End of Lesson 8

Lesson 9 Menu


9-9Divide Greater Numbers

9-9Divide Greater NumbersLesson 9 MI/Vocab

I will divide four- and five-digit quotients by a one-digit number.

9-9Divide Greater NumbersLesson 9 Standard 1


To find the number of bundles, you need to find 4,576 4.Lesson 9 Ex1

Mrs. Chi wants to bundle 4 muffins in a package for a fundraiser at school. Parents donated 4,576 muffins. How many bundles will be ready to sell?


Step 1 Divide the thousands.Divide. 4 4 = 1 Put 1 in the quotient.Multiply. 4 1 = 4Subtract. 4 4 = 0Compare. 1 < 44

4,57614

0

Lesson 9 Ex1

Step 2 Divide the hundreds.


4,5764

1,4

0Divide. 5 4 = 1 Multiply. 4 1 = 4Subtract. 5 4 = 1Compare. 1 < 4Bring down the hundreds.1

54

1

Lesson 9 Ex1

Step 3 Divide each place.


For each place, multiply, subtract, and bring down.4,5764

1,4

01

54

14

716

1

6416

0Answer: So, 1,144 bundles will be ready to sell.

Lesson 9 CYP1


1,101

1,141

1,241

1,242

A cookie bake sale sold 5,705 cookies. If there were 5 cookies in every bundle that they sold, how many bundles of cookies did they sell?

Lesson 9 Ex2

The school play earned $62,530 for the week. If admission costs $5 a ticket, how many tickets did they sell?To find the number of tickets sold, find 62,530 5.


Estimate $62,530 $5 $60,000 $5 = 12,000

Lesson 9 Ex2


Divide each place.For each place, divide, multiply, subtract, and compare. Then bring down the next digit in the dividend.

62,530515

1

210

2

525

0

30

330

0

2,5060

Lesson 9 Ex2


Answer: So, they sold 12,506 tickets. The answer is close to the estimate of 12,000, so the answer is reasonable.

Lesson 9 CYP2


10,205

10,215

11,215

11,205

A baseball team made $33,615 after selling tickets for two weeks. If admission is $3, how many tickets did they sell?

End of Lesson 9

CR Menu

Five-Minute Checks

9Divide by a One-Digit Number5Min MenuLesson 9-1(over Chapter 8)Lesson 9-2(over Lesson 9-1)Lesson 9-3(over Lesson 9-2)Lesson 9-4(over Lesson 9-3)Lesson 9-5(over Lesson 9-4)Lesson 9-6(over Lesson 9-5)Lesson 9-7(over Lesson 9-6)Lesson 9-8(over Lesson 9-7)Lesson 9-9(over Lesson 9-8)

9Divide by a One-Digit Number5Min 1-1

(over Chapter 8)1,510,350

79,450

81,750

22,890

Multiply 3,270 25.


5Min 1-2

(over Chapter 8)45,928

302,173

1,521,123

304,273

Multiply 5,741 53.


5Min 1-3

(over Chapter 8)2,169,296

2,359,296

589,824

1,259,296

Multiply 98,304 24.


5Min 1-4

(over Chapter 8)$1,566,495

$87,979

$313,295

$1,466,495

Multiply $34,811 45.


(over Lesson 9-1)43

66

34

64

Divide 68 2.


5Min 2-2

39

62

76

26

Divide 78 3. (over Lesson 9-1)


5Min 2-3

11 R4

10 R9

12

12 R1



5Min 2-4

21 R1

12 R1

11 R9

10 R7



(over Lesson 9-2)9,000

922 R2

1,200

900

Divide 3,600 4.


5Min 3-2

70

155 R5

140

170



5Min 3-3

4

41

40

410

Divide 2,800 70. (over Lesson 9-2)


5Min 3-4

90

9

99

81



(over Lesson 9-3)8 unicycles

9 unicycles

10 unicycles

11 unicycles

Solve. Use the Guess and Check strategy. A unicycle has one wheel and a bicycle has two. Steve walks into Hansons Cycling Shop and counts 19 unicycles and bicycles and 27 wheels. How many unicycles are there?


(over Lesson 9-4)30

35

32 R1

33

Estimate 161 5.


5Min 5-2

63 R2

70

56 R2

60

Estimate 171 3. (over Lesson 9-4)


5Min 5-3

600

700

693

690 R3

Estimate 2,732 4. (over Lesson 9-4)


5Min 5-4

615 R8

700

600

611 R1

Estimate 5,543 9. (over Lesson 9-4)


(over Lesson 9-5)13 R2

12 R3

10 R5

16 R4

Divide 75 6. Use estimation to check.


5Min 6-2

14 R2

11 R3

10 R2

11 R5

Divide 82 7. Use estimation to check. (over Lesson 9-5)


5Min 6-3

40

31 R3

33 R3

34



5Min 6-4

82 R2

82 R1

81

77 R7



(over Lesson 9-6)110; Add 7

40, 960; Multiply by 2

120; Add 8

130; Add 9

Choose the best strategy, then solve the problem. What is the fifteenth number in the pattern: 8, 16, 24, 32, 40, ? Identify the pattern.


(over Lesson 9-7)113 R2

116 R4

113

111 R2

Divide 678 6. Check your answer.


5Min 8-2

125

114 R1

115

111 R3

Divide 457 4. Check your answer. (over Lesson 9-7)


5Min 8-3

171 R4

178

180

177 R4



5Min 8-4

136 R4

142 R6

137

137 R4



(over Lesson 9-8)150

105

15

104

Divide 525 5.


5Min 9-2

208

27

207

270



5Min 9-3

107 R4

17 R4

107

170 R4



5Min 9-4

15 R5

150

150 R5

105 R5


9Divide by a One-Digit NumberEnd of Custom ShowsThis slide is intentionally blank.

Education

Math Gr4 Ch9