{"id":1438,"date":"2022-03-27T14:45:19","date_gmt":"2022-03-27T09:15:19","guid":{"rendered":"https:\/\/ccssmathanswers.com\/?p=1438"},"modified":"2022-04-07T12:39:19","modified_gmt":"2022-04-07T07:09:19","slug":"go-math-grade-4-answer-key-chapter-4-divide-by-1-digit-numbers","status":"publish","type":"post","link":"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-chapter-4-divide-by-1-digit-numbers\/","title":{"rendered":"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers"},"content":{"rendered":"<p><strong>Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers<\/strong> is the most important learning guide to learn the subject properly. It is a quick preparation &amp; practice purpose material for students and educators. So, We have provided the solutions for all the questions with a brief explanation in this Go Math HMH Grade 4 Chapter 4 Answer Key. All these solutions are prepared by the Math Experts. Students and parents are suggested to Download <a href=\"https:\/\/ccssmathanswers.com\/go-math-grade-4-answer-key\/\" target=\"_blank\" rel=\"noopener noreferrer\">Go Math Grade 4 Answer Key<\/a> Chapter 4 Divide by 1-Digit Numbers pdf from here for free.<\/p>\n<h2>Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers<\/h2>\n<p>Avail all detailed solutions to the questions via Go Math Answer Key of grade 4 chapter 4 and aid while doing homework and also while preparing for the exams. Just tap on the respective lesson link from chapter 4 Divide by 1-Digit Numbers and solve the questions. Along with the exercise and homework problems, we have also listed the answers for the mid-chapter checkpoint and review test in the <strong><em>Go Math Grade 4 Solution Key Chapter 4 Divide by 1-Digit Numbers.<\/em><\/strong><\/p>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 1<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_201\">Common Core &#8211; Page No. 201<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_202\">Common Core &#8211; Lesson Check &#8211; Page No. 202<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 2<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_205\">Page No. 205<\/a><\/li>\n<li><a href=\"#Page_No_206\">Page No. 206<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 3<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_207\">Common Core &#8211; Page No. 207<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_208\">Common Core -Lesson Check &#8211; Page No. 208<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 4<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_211\">Common Core &#8211; Page No. 211<\/a><\/li>\n<li><a href=\"#Page_No_212\">Page No. 212<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 5<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_213\">Interpret the Remainder &#8211; Common Core &#8211; Page No. 213<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_214\">Common Core &#8211; Lesson Check &#8211; Page No. 214<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 6<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_216\">Page No. 216<\/a><\/li>\n<li><a href=\"#Page_No_217\">Page No. 217<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 7<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_218\">Page No. 218<\/a><\/li>\n<li><a href=\"#Common_Core_Page_No_219\">Divide Tens, Hundreds, and Thousands &#8211; Common Core &#8211; Page No. 219<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_220\">Common Core &#8211; Lesson Check &#8211; Page No. 220<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 8<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_222\">Page No. 222<\/a><\/li>\n<li><a href=\"#Page_No_223\">Page No. 223<\/a><\/li>\n<li><a href=\"#Page_No_224\">Page No. 224<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 9<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_224\">Estimate Quotients Using Compatible Numbers &#8211; Common Core &#8211; Page No. 224<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_226\">Common Core &#8211; Lesson Check &#8211; Page No. 226<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 10<\/strong><\/p>\n<ul>\n<li><a href=\"#Model_the_division_on_the_grid_Page_No_229\">Model the division on the grid &#8211; Page No. 229<\/a><\/li>\n<li><a href=\"#Page_No_230\">Page No. 230<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 11<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_231\">Division and the Distributive Property &#8211; Common Core &#8211; Page No. 231<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_232\">Common Core &#8211; Lesson Check &#8211; Page No. 232<\/a><\/li>\n<\/ul>\n<p><strong>Mid Chapter Checkpoint<\/strong><\/p>\n<ul>\n<li><a href=\"#Mid_Chapter_Checkpoint_Page_No_233\">Mid Chapter Checkpoint &#8211; Page No. 233<\/a><\/li>\n<li><a href=\"#Mid_Chapter_Checkpoint_Page_No_234\">Mid Chapter Checkpoint &#8211; Page No. 234<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 12<\/strong><\/p>\n<ul>\n<li><a href=\"#Use_repeated_subtraction_to_divide_Page_No_237\">Use repeated subtraction to divide &#8211; Page No. 237<\/a><\/li>\n<li><a href=\"#Use_repeated_subtraction_to_divide_Page_No_238\">Use repeated subtraction to divide &#8211; Page No. 238<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 13<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_239\">Divide Using Repeated Subtraction &#8211; Common Core &#8211; Page No. 239<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_240\">Common Core &#8211; Lesson Check &#8211; Page No. 240<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 14<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_243\">Page No. 243<\/a><\/li>\n<li><a href=\"#Page_No_244\">Page No. 244<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 15<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_245\">Divide Using Partial Quotients &#8211; Common Core &#8211; Page No. 245<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_246\">Common Core &#8211; Lesson Check &#8211; Page No. 246<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 16<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_249\">Page No. 249<\/a><\/li>\n<li><a href=\"#Page_No_250\">Page No. 250<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 17<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_251\">Model Division with Regrouping &#8211; Common Core &#8211; Page No. 251<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_252\">Common Core &#8211; Lesson Check &#8211; Page No. 252<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 18<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_255\">Page No. 255<\/a><\/li>\n<li><a href=\"#Page_No_256\">Page No. 256<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 19<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_257\">Place the First Digit &#8211; Common Core &#8211; Page No. 257<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_258\">Common Core &#8211; Lesson Check &#8211; Page No. 258<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 20<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_261\">Page No. 261<\/a><\/li>\n<li><a href=\"#Page_No_262\">Page No. 262<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 21<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_263\">Divide by 1-Digit Numbers &#8211; Common Core &#8211; Page No. 263<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_264\">Common Core &#8211; Lesson Check &#8211; Page No. 264<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 22<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_267\">Page No. 267<\/a><\/li>\n<li><a href=\"#Page_No_268\">Page No. 268<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 Divide by 1-Digit Numbers &#8211; Lesson: 23<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Page_No_269\">Problem Solving Multistep Division Problems &#8211; Common Core &#8211; Page No. 269<\/a><\/li>\n<li><a href=\"#Common_Core_Lesson_Check_Page_No_270\">Common Core &#8211; Lesson Check &#8211; Page No. 270<\/a><\/li>\n<\/ul>\n<p><strong>Chapter 4 &#8211; Review\/Test<\/strong><\/p>\n<ul>\n<li><a href=\"#Page_No_271\">Review\/Test &#8211; Page No. 271<\/a><\/li>\n<li><a href=\"#Page_No_272\">Review\/Test &#8211; Page No. 272<\/a><\/li>\n<li><a href=\"#Page_No_273\">Review\/Test &#8211; Page No. 273<\/a><\/li>\n<li><a href=\"#Page_No_274\">Review\/Test &#8211; Page No. 274<\/a><\/li>\n<li><a href=\"#Page_No_275\">Review\/Test &#8211; Page No. 275<\/a><\/li>\n<li><a href=\"#Page_No_276\">Review\/Test &#8211; Page No. 276<\/a><\/li>\n<li><a href=\"#Page_No_280\">Review\/Test &#8211; Page No. 280<\/a><\/li>\n<li><a href=\"#Page_No_281\">Review\/Test &#8211; Page No. 281<\/a><\/li>\n<li><a href=\"#Page_No_282\">Review\/Test &#8211; Page No. 282<\/a><\/li>\n<\/ul>\n<h3><a id=\"Common_Core_Page_No_201\"><\/a>Common Core &#8211; Page No. 201<\/h3>\n<p><strong>Estimate Quotients Using Multiples<\/strong><\/p>\n<p><strong>Find two numbers the quotient is between. Then estimate the quotient.<\/strong><\/p>\n<p>Question 1.<br \/>\n175 \u00f7 6<br \/>\nThink: 6 \u00d7 20 = 120 and 6 \u00d7 30 = 180. So, 175 \u00f7 6 is between 20 and 30. Since 175 is closer to 180 than to 120, the quotient is about 30.<br \/>\n<span style=\"text-decoration: underline;\">between 20 and 30<\/span><br \/>\n<span style=\"text-decoration: underline;\">about 30<\/span><\/p>\n<p>Answer: About 30<\/p>\n<p>Explanation:<br \/>\n6 \u00d7 20 = 120 and 6 \u00d7 30 = 180. 175 is between 120 and 180. 175 \u00f7 6 is closest to 20 and 30. So, 175 \u00f7 6 is between 20 and 30. So, 175 \u00f7 6 will be about 30.<\/p>\n<p>Question 2.<br \/>\n53 \u00f7 3<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 18<\/p>\n<p>Explanation:<br \/>\n17 \u00d7 3= 51 and 18 \u00d7 3 = 54. 53 is between 51 and 54. 53 \u00f7 3 is closest to 17 and 18. So, 53 \u00f7 3 is between 17 and 18. So, 53 \u00f7 3 will be about 18.<\/p>\n<p>Question 3.<br \/>\n75 \u00f7 4<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 19<\/p>\n<p>Explanation:<br \/>\n18 \u00d7 4= 72 and 19 \u00d7 4= 76. 75 is between 72 and 76. 75 \u00f7 4 is closest to 18 and 19. So, 75\u00f7 4 is between 18 and 19. So, 75 \u00f7 4 will be about 19.<\/p>\n<p>Question 4.<br \/>\n215 \u00f7 9<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 24<\/p>\n<p>Explanation:<br \/>\n23 \u00d7 9= 207 and 24 \u00d7 9 = 216. 24 is between 207 and 216. 215 \u00f7 9 is closest to 23 and 24. So, 215 \u00f7 9 is between 23 and 24. So, 215 \u00f7 9 will be about 24.<\/p>\n<p>Question 5.<br \/>\n284 \u00f7 5<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 57<\/p>\n<p>Explanation:<br \/>\n56 \u00d7 5 = 280 and 57 \u00d7 5 = 285. 284 is between 280 and 285. 284 \u00f7 5 is closest to 56 and 57. So, 284 \u00f7 5 is between 56 and 57. So, 175 \u00f7 6 will be about 57.<\/p>\n<p>Question 6.<br \/>\n191 \u00f7 3<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 64<\/p>\n<p>Explanation:<br \/>\n63 \u00d7 3 = 189 and 64 \u00d7 3 = 192. 191 is between 189 and 192. 191 \u00f7 3 is closest to 63 and 64. So, 191 \u00f7 3 is between 63 and 64. So, 175 \u00f7 6 will be about 64.<\/p>\n<p>Question 7.<br \/>\n100 \u00f7 7<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 14<\/p>\n<p>Explanation:<br \/>\n14 \u00d7 7 = 98 and 15 \u00d7 7 = 105. 100 is between 98 and 105. 100 \u00f7 7 is closest to 14 and 15. So, 100 \u00f7 7 is between 14 and 15. So, 100 \u00f7 7 will be about 14.<\/p>\n<p>Question 8.<br \/>\n438 \u00f7 7<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 63<\/p>\n<p>Explanation:<br \/>\n63 \u00d7 7 = 441 and 62 \u00d7 7 = 434. 438 is between 434 and 441. 438 \u00f7 7 is closest to 62 and 63. So, 438 \u00f7 7 is between 62 and 63. So, 438 \u00f7 7 will be about 63.<\/p>\n<p>Question 9.<br \/>\n103 \u00f7 8<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 13<\/p>\n<p>Explanation:<br \/>\n13 \u00d7 8 = 104 and 12 \u00d78 = 96. 103 is between 96 and 104. 103 \u00f7 8 is closest to 12 and 13. So, 103 \u00f7 8 is between 12 and 13. So, 103 \u00f7 8 will be about 13.<\/p>\n<p>Question 10.<br \/>\n255 \u00f7 9<br \/>\nbetween ______ and<br \/>\nabout ______<\/p>\n<p>Answer: About 28<\/p>\n<p>Explanation:<br \/>\n28 \u00d7 9 = 252 and 29 \u00d7 9 = 261. 255 is between 252 and 261. 255 \u00f7 9 is closest to 28 and 29. So, 255 \u00f7 9 is between 28 and 29. So, 255 \u00f7 9 will be about 28.<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 11.<br \/>\nJoy collected 287 aluminum cans in 6 hours. About how many cans did she collect per hour?<br \/>\nabout ______ cans<\/p>\n<p>Answer: About 48 cans<\/p>\n<p>Explanation:<br \/>\n47 \u00d7 6 = 282 and 48 \u00d7 6 = 288. 287 is between 282 and 288. 287 \u00f7 6 is closest to 47 and 48. So, 287 \u00f7 6 is between 47 and 48. So, 287 \u00f76 will be about 48.<\/p>\n<p>Question 12.<br \/>\nPaul sold 162 cups of lemonade in 5 hours. About how many cups of lemonade did he sell each hour?<br \/>\nabout ______ cups<\/p>\n<p>Answer: About 32 cups of lemonade he sold in each hour<\/p>\n<p>Explanation:<br \/>\n32 \u00d7 5 = 160 and 33 \u00d7 5 = 165. 162 is between 160 and 165. 162 \u00f7 5 is closest to 32 and 33. So, 162 \u00f7 5 is between 32 and 33. So, 162 \u00f7 5 will be about 32.<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_202\"><\/a>Common Core &#8211; Page No. 202<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nAbby did 121 sit-ups in 8 minutes. Which is the best estimate of the number of sit-ups she did in 1 minute?<br \/>\nOptions:<br \/>\na. about 12<br \/>\nb. about 15<br \/>\nc. about 16<br \/>\nd. about 20<\/p>\n<p>Answer: b. About 15<\/p>\n<p>Explanation:<br \/>\n15 \u00d7 8 = 120 and 16 \u00d7 8 = 128. 121 is between 120 and 128. 121 \u00f7 8 is closest to 120 and 128. So, 121 \u00f7 8 is between 15 and 16. So, 121 \u00f7 8 will be about 15.<\/p>\n<p>Question 2.<br \/>\nThe Garibaldi family drove 400 miles in 7 hours. Which is the best estimate of the number of miles they drove in 1 hour?<br \/>\nOptions:<br \/>\na. about 40 miles<br \/>\nb. about 57 miles<br \/>\nc. about 60 miles<br \/>\nd. about 70 miles<\/p>\n<p>Answer: b. About 57 miles<\/p>\n<p>Explanation:<br \/>\n57 \u00d7 7 = 399 and 58 \u00d7 7 = 406. 400 is between 399 and 406. 400 \u00f7 7 is closest to 57 and 58. So, 400 \u00f7 7 is between 57 and 58. So, 400 \u00f7 7 will be about 57.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nTwelve boys collected 16 aluminium cans each. Fifteen girls collected 14 aluminium cans each. How many more cans did the girls collect than the boys?<br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 12<br \/>\nc. 14<br \/>\nd. 18<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\nNumber of aluminium cans boys had= 12\u00d7 16=192<br \/>\nNumber of aluminium cans girls had = 15\u00d7 14=210<br \/>\nGirls collected more cans compared to boys,<br \/>\nNumber of more cans collected by girls= 210-192=18<\/p>\n<p>Question 4.<br \/>\nGeorge bought 30 packs of football cards. There were 14 cards in each pack. How many cards did George buy?<br \/>\nOptions:<br \/>\na. 170<br \/>\nb. 320<br \/>\nc. 420<br \/>\nd. 520<\/p>\n<p>Answer: c. 420<\/p>\n<p>Explanation:<br \/>\nNumber of packs of football cards= 30<br \/>\nNumber of cards in each pack= 14<br \/>\nTotal number of cards George bought=30\u00d714=420<\/p>\n<p>Question 5.<br \/>\nSarah made a necklace using 5 times as many blue beads as white beads. She used a total of 30 beads. How many blue beads did Sarah use?<br \/>\nOptions:<br \/>\na. 5<br \/>\nb. 6<br \/>\nc. 24<br \/>\nd. 25<\/p>\n<p>Answer: d. 25<\/p>\n<p>Explanation:<br \/>\nLet the number of white beads be x while the number of blue beads are 5x.<br \/>\nTotal number of beads in the necklace=30 beads<br \/>\nAccording to the problem,<br \/>\n5x+x=30<br \/>\n6x=30<br \/>\nx=30\/6=5<br \/>\nTherefore the number of blue beads in the necklace are 5x= 5\u00d75=25<\/p>\n<p>Question 6.<br \/>\nThis year, Ms. Webster flew 145,000 miles on business. Last year, she flew 83,125 miles on business. How many more miles did Ms. Webster fly on business this year?<br \/>\nOptions:<br \/>\na. 61,125 miles<br \/>\nb. 61,875 miles<br \/>\nc. 61,985 miles<br \/>\nd. 62,125 miles<\/p>\n<p>Answer: b. 61,875 miles<\/p>\n<p>Explanation:<br \/>\nNumber of miles Ms Webster flew in this year= 145,000 miles<br \/>\nNumber of miles Ms Webster flew in the last year=83,125 miles<br \/>\nNumber of more miles travelled by Ms Webster =145,000-83,125=61,875<\/p>\n<h3><a id=\"Page_No_205\"><\/a>Page No. 205<\/h3>\n<p><strong>Use counters to find the quotient and remainder.<\/strong><\/p>\n<p>Question 1.<br \/>\n10 \u00f7 3<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 3 Remainder: 1<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 10 counters to represent the 10 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of groups of counters formed = quotient of 10 \u00f7 3<br \/>\nD. Number of circles equally filled are 3, therefore, the quotient is 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<\/p>\n<p>For 10 \u00f7 3, the quotient is 3 and the remainder is 1, or 3 r1.<\/p>\n<p>Question 2.<br \/>\n28 \u00f7 5<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 5 Remainder: 3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 28 counters to represent the 28 dominoes. Then draw 5 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 5 groups by placing them in the circles.<br \/>\nC. Number of groups of\u00a0 counters formed = quotient of\u00a0 28\u00f7 5<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 28 \u00f7 5, the quotient is 5 and the remainder is 3, or 5 r3.<\/p>\n<p>Question 3.<br \/>\n15 \u00f7 6<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient:2 Remainder:3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 15 counters to represent the 15 dominoes. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 6 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 28 \u00f7 6<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 28 \u00f7 6, the quotient is 2 and the remainder is 3, or 2 r3.<\/p>\n<p>Question 4.<br \/>\n11 \u00f7 3<br \/>\n_____ R ______<\/p>\n<p>Answer:Quotient:3 Remainder:2<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 11 counters to represent the 3 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of\u00a0 circles filled = quotient of 11 \u00f7 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>For 11 \u00f7 3, the quotient is 3 and the remainder is 2, or 3 r2.<\/p>\n<p>Question 5.<br \/>\n29 \u00f7 4<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient:7\u00a0 Remainder:1<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 29 counters to represent the 29 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of circles filled = quotient of 29 \u00f7 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<\/p>\n<p>For 29 \u00f7 3, the quotient is 7 and the remainder is 1, or 7 r1.<\/p>\n<p>Question 6.<br \/>\n34 \u00f7 5<br \/>\n_____ R ______<\/p>\n<p>Answer:Quotient: 6 Remainder: 4<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 34 counters to represent the 34 dominoes. Then draw 5 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 5 groups by placing them in the circles.<br \/>\nC. Number of circles filled = quotient of 34 \u00f7 5<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<\/p>\n<p>For 34 \u00f7 5, the quotient is 6 and the remainder is 4, or 6 r4.<\/p>\n<p>Question 7.<br \/>\n25 \u00f7 3<br \/>\n_____ R ______<\/p>\n<p>Answer:Quotient: 8 Remainder: 1<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 25\u00a0 counters to represent the 25 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of\u00a0 25 \u00f7 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<\/p>\n<p>For 25 \u00f7 3, the quotient is 8 and the remainder is 1, or 8 r1.<\/p>\n<p>Question 8.<br \/>\n7)\\(\\overline { 20 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient:2 Remainder:6<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 20 counters to represent the 20 dominoes. Then draw 7 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 7 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 7 qw20<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<\/p>\n<p><strong>Divide. Draw a quick picture to help.<\/strong><\/p>\n<p>Question 9.<br \/>\n4)\\(\\overline { 35 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 8 Remainder:3<br \/>\n<img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/act.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/act.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/act.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/act.png\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3792\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/actt.png\" alt=\"\" width=\"153\" height=\"153\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/actt.png 153w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/actt-150x150.png 150w\" sizes=\"(max-width: 153px) 100vw, 153px\" \/><\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 35 counters to represent the 35 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of \\(\\overline { 35 } \\)=8<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>Question 10.<br \/>\n23 \u00f7 8<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 2 Remainder: 7<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3796\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturekj.png\" alt=\"\" width=\"187\" height=\"176\" \/><br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3798\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturejhg.png\" alt=\"\" width=\"267\" height=\"127\" \/><\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 23 counters to represent the 23 dominoes. Then draw 8 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 8 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 23 \u00f7 8 = 2<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 7<\/p>\n<p>Question 11.<br \/>\nExplain how you use a quick picture to find the quotient and remainder.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: Quick pictures can be used to find the quotient and the remainder visually and accurately.<\/p>\n<p>Explanation:<br \/>\nExample: 39\u00f7 5.<br \/>\nUse 39 counters.<br \/>\nShare the counters equally among 5 groups. The number of counters left over is the remainder.<br \/>\nFor 39 \u00f7 5, the quotient is 7 and the remainder is 2, or 7 r2.<br \/>\nWhen a number cannot be divided evenly, the amount left over is called the remainder.<\/p>\n<p>Question 12.<br \/>\nAlyson has 46 beads to make bracelets. Each bracelet has 5 beads. How many more beads does Alyson need so that all the beads she has are used? Explain.<br \/>\n_____ more beads<\/p>\n<p>Answer: 4 beads<\/p>\n<p>Explanation:<br \/>\nNumber of beads Alyson has= 46<br \/>\nNumber of beads each bracelet needs=5<br \/>\nThe number of bracelets which can be made = 46\u00f75<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3386\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capture-3-300x168.png\" alt=\"\" width=\"300\" height=\"168\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Capture-3-300x168.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Capture-3.png 344w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nSince, the remainder is one we can say that one bead is leftover after making 9 bracelets.<br \/>\nTherefore, 4 beads should be added to 1 so that all the beads are used up.<\/p>\n<p>Question 13.<br \/>\nFor 13a\u201313d, choose Yes or No to tell whether the division expression has a remainder.<br \/>\na. 36 \u00f7 9<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3387\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/div-300x179.png\" alt=\"\" width=\"300\" height=\"179\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div-300x179.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div.png 323w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 13.<br \/>\nb. 23 \u00f7 3<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3388\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/div-1-300x165.png\" alt=\"\" width=\"300\" height=\"165\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div-1-300x165.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div-1.png 323w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 13.<br \/>\nc. 82 \u00f7 9<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3389\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/div2-300x177.png\" alt=\"\" width=\"300\" height=\"177\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div2-300x177.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div2.png 334w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 13.<br \/>\nd. 28 \u00f7 7<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3390\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/div3-300x155.png\" alt=\"\" width=\"300\" height=\"155\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div3-300x155.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/div3.png 332w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<h3><a id=\"Page_No_206\"><\/a>Page No. 206<\/h3>\n<p>Question 14.<br \/>\nMacy, Kayley, Maddie, and Rachel collected 13 marbles. They want to share the marbles equally. How many marbles will each of the 4 girls get? How many marbles will be left over?<br \/>\nOscar used a model to solve this problem. He says his model represents 4)\\(\\overline { 13 } \\). What is his error?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-1.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 1\" width=\"602\" height=\"124\" \/><br \/>\nLook at the way Oscar solved this problem. Find and describe his error.<br \/>\n_________________________________________________________<br \/>\nDraw a correct model and solve the problem.<br \/>\nSo, each of the 4 girls will get _______ marbles and _______ marble will be left over.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: Quotient: 3 Remainder: 1<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3801\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturejil.png\" alt=\"\" width=\"183\" height=\"148\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3801\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturejil.png\" alt=\"\" width=\"183\" height=\"148\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3801\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturejil.png\" alt=\"\" width=\"183\" height=\"148\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3801\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturejil.png\" alt=\"\" width=\"183\" height=\"148\" \/><br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3802\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturehh.png\" alt=\"\" width=\"51\" height=\"59\" \/><\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 13 counters to represent the 13 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 13 \u00f7 4 = 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<br \/>\nTherefore each girl will get 3 marbles.<\/p>\n<h3><a id=\"Common_Core_Page_No_207\"><\/a>Common Core &#8211; Page No. 207<\/h3>\n<p><strong>Remainders<\/strong><\/p>\n<p><strong>Use counters to find the quotient and remainder.<\/strong><\/p>\n<p>Question 1.<br \/>\n13 \u00f7 4<br \/>\n<span style=\"text-decoration: underline;\">3 r1<\/span><\/p>\n<p>Answer: 3 r1<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 13 counters to represent the 13 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 13 \u00f7 4<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<\/p>\n<p>For 13 \u00f7 4, the quotient is 3 and the remainder is 1, or 3 r1.<\/p>\n<p>Question 2.<br \/>\n24 \u00f7 7<br \/>\n_____ R ______<\/p>\n<p>Answer: 3 r3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 24 counters to represent the 24 dominoes. Then draw 7 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 7 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 24 \u00f7 7<br \/>\nD. Number of circles are equally filled with 3 counters, therefore, the quotient is 3<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 24 \u00f7 7, the quotient is 3 and the remainder is 3, or 3 r3.<\/p>\n<p>Question 3.<br \/>\n39 \u00f7 5<br \/>\n_____ R ______<\/p>\n<p>Answer: 7 r4<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 39 counters to represent the 39dominoes. Then draw 5 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 5 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient 39 \u00f7 5<br \/>\nD. Number of circles are equally filled with 7 counters, therefore, the quotient is 7<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<\/p>\n<p>For 39 \u00f7 5, the quotient is 7 and the remainder is 4, or 7 r4.<\/p>\n<p>Question 4.<br \/>\n36 \u00f7 8<br \/>\n_____ R ______<\/p>\n<p>Answer: 4 r4<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 36 counters to represent the 36 dominoes. Then draw 8 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 8 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 36 \u00f7 8<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<\/p>\n<p>For 36 \u00f7 8, the quotient is 4 and the remainder is 4, or 4 r4.<\/p>\n<p>Question 5.<br \/>\n6)\\(\\overline { 27 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: 4 r3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 27 counters to represent the 27 dominoes. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 6 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 27 \u00f76<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 27 \u00f7 6, the quotient is 4 and the remainder is 3, or 4 r3.<\/p>\n<p>Question 6.<br \/>\n25 \u00f7 9<br \/>\n_____ R ______<\/p>\n<p>Answer: 2 r7<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 25 counters to represent the 25 dominoes. Then draw 9 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 9 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 25 \u00f7 9<br \/>\nD. Number of circles are equally filled with 2 counters, therefore, the quotient is 2<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 7<\/p>\n<p>For 25 \u00f7 7, the quotient is 2 and the remainder is 7, or 2 r7.<\/p>\n<p>Question 7.<br \/>\n3)\\(\\overline { 17 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: 5 r2<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 17 counters to represent the 17 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 17 \u00f7 3<br \/>\nD. Number of circles are equally filled with 5 counters, therefore, the quotient is 5<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>For 17 \u00f7 3, the quotient is 5 and the remainder is 2, or 5 r2.<\/p>\n<p>Question 8.<br \/>\n26 \u00f7 4<br \/>\n_____ R ______<\/p>\n<p>Answer: 6 r2<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 26 counters to represent the 26 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 26 \u00f7 4<br \/>\nD. Number of circles are equally filled with 6 counters, therefore, the quotient is 6<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>For 26 \u00f7 4, the quotient is 6 and the remainder is 2, or 6 r2.<\/p>\n<p><strong>Divide. Draw a quick picture to help.<\/strong><\/p>\n<p>Question 9.<br \/>\n14 \u00f7 3<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 4 Remainder: 2<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3815\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jkl.png\" alt=\"\" width=\"196\" height=\"185\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3815\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jkl.png\" alt=\"\" width=\"196\" height=\"185\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3815\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jkl.png\" alt=\"\" width=\"196\" height=\"185\" \/><br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3817\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/kjn-1.png\" alt=\"\" width=\"127\" height=\"71\" \/><\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 14 counters to represent the 14 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 14 \u00f7 3 = 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>Question 10.<br \/>\n5)\\(\\overline { 29 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 5 Remainder: 4<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureuy.png\" alt=\"\" width=\"181\" height=\"164\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureuy.png\" alt=\"\" width=\"181\" height=\"164\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureuy.png\" alt=\"\" width=\"181\" height=\"164\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureuy.png\" alt=\"\" width=\"181\" height=\"164\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3818\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureuy.png\" alt=\"\" width=\"181\" height=\"164\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-3819\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturehgf.png\" alt=\"\" width=\"120\" height=\"138\" \/><\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 29 counters to represent the 29 dominoes. Then draw 5 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 5 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 29 \u00f7 5 = 5<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 11.<br \/>\nWhat is the quotient and remainder in the division problem modeled below?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-2.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 2\" width=\"308\" height=\"101\" \/><br \/>\n_____ R ______<\/p>\n<p>Answer: quotient:6\u00a0 remainder2<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 20 counters to represent the 20 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3\u00a0 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 20 \u00f7 3<br \/>\nD. Number of circles are equally filled with 6 counters, therefore, the quotient is 6<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>For 20 \u00f7 3, the quotient is 6 and the remainder is 2, or 6 r2.<\/p>\n<p>Question 12.<br \/>\nMark drew the following model and said it represented the problem 21 \u00f7 4. Is Mark\u2019s model correct? If so, what is the quotient and remainder? If not, what is the correct quotient and remainder?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-3.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 3\" width=\"365\" height=\"87\" \/><br \/>\n_____ ; _____ r<\/p>\n<p>Answer: 4 r5<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 21 counters to represent the 21 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 21 \u00f7 4<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<\/p>\n<p>For 21 \u00f7 4, the quotient is 4 and the remainder is 5, or 4 r5.<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_208\"><\/a>Common Core &#8211; Page No. 208<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nWhat is the quotient and remainder for 32 \u00f7 6?<br \/>\nOptions:<br \/>\na. 4 r3<br \/>\nb. 5 r1<br \/>\nc. 5 r2<br \/>\nd. 6 r1<\/p>\n<p>Answer: c. 5 r2<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 32 counters to represent the 32 dominoes. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 5 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 32 \u00f7 6<br \/>\nD. Number of circles are equally filled with 5 counters, therefore, the quotient is 5<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>For 32 \u00f7 6, the quotient is 5 and the remainder is 2, or 5 r2.<\/p>\n<p>Question 2.<br \/>\nWhat is the remainder in the division problem modeled below?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-4.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 4\" width=\"370\" height=\"96\" \/><br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 4<br \/>\nc. 3<br \/>\nd. 1<\/p>\n<p>Answer: c. 3<\/p>\n<p>Explanation:<br \/>\nWhen a number cannot be divided evenly, the amount left over is called the remainder.<br \/>\nThe number of counters that are left\u00a0 = remainder = 3<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nEach kit to build a castle contains 235 parts. How many parts are in 4 of the kits?<br \/>\nOptions:<br \/>\na. 1,020<br \/>\nb. 940<br \/>\nc. 920<br \/>\nd. 840<\/p>\n<p>Answer: b. 940<\/p>\n<p>Explanation:<br \/>\nNumber of parts used to build a castle in each kit=235 parts<br \/>\nNumber of kits= 4<br \/>\nTotal number of parts in 4 of the kits= 235 x 4=940 parts<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-3820\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturedf.png\" alt=\"\" width=\"115\" height=\"119\" \/><\/p>\n<p>Question 4.<br \/>\nIn 2010, the population of Alaska was about 710,200. What is this number written in word form?<br \/>\nOptions:<br \/>\na. seven hundred ten thousand, two<br \/>\nb. seven hundred twelve thousand<br \/>\nc. seventy-one thousand, two<br \/>\nd. seven hundred ten thousand, two hundred<\/p>\n<p>Answer: d. seven hundred ten thousand, two hundred<\/p>\n<p>Explanation:<br \/>\nThe ones and tens place of the number are zeroes, so the next place which is hundreds is considered and the value is 7 so, it can be written as seven hundred and in the thousands period it can be written as seven hundred ten thousand.<\/p>\n<p>Question 5.<br \/>\nAt the theater, one section of seats has 8 rows with 12 seats in each row. In the center of the first 3 rows are 4 broken seats that cannot be used. How many seats can be used in the section?<br \/>\nOptions:<br \/>\na. 84<br \/>\nb. 88<br \/>\nc. 92<br \/>\nd. 96<\/p>\n<p>Answer: c. 92<\/p>\n<p>Explanation:<br \/>\nNumber of rows at the theatre = 8<br \/>\nNumber of seats each row= 12<br \/>\nNumber of seats broken and that cannot be used to sit= 4<br \/>\nTotal number of seats that can be used= 12 x 8-4=96-4=92<\/p>\n<p>Question 6.<br \/>\nWhat partial products are shown by the model below?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-5.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 5\" width=\"255\" height=\"140\" \/><br \/>\nOptions:<br \/>\na. 300, 24<br \/>\nb. 300, 600, 40, 60<br \/>\nc. 300, 60, 40, 24<br \/>\nd. 300, 180, 40, 24<\/p>\n<p>Answer: d. 300, 180, 40, 24<\/p>\n<p>Explanation:<br \/>\nThe whole rectangle is divided into four small rectangles the areas of these rectangles are:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/rec-300x215.png\" alt=\"\" width=\"300\" height=\"215\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/rec-300x215.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/rec.png 371w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nArea of yellow rectangle= 30 x 10=300<br \/>\nArea of green rectangle= 4 x 10 = 40<br \/>\nArea of pink rectangle= 6 x 30= 180<br \/>\nArea of blue rectangle= 4 x 6= 24<\/p>\n<h3><a id=\"Common_Core_Page_No_211\"><\/a>Common Core &#8211; Page No. 211<\/h3>\n<p>Question 1.<br \/>\nOlivia baked 53 mini-loaves of banana bread to be sliced for snacks at a craft fair. She will place an equal number of loaves in 6 different locations. How many loaves will be at each location?<br \/>\na. Divide to find the quotient and remainder.<br \/>\n\u25a1 r \u25a1<br \/>\n6)\\(\\overline { 53 } \\)<br \/>\n_____ R ______<\/p>\n<p>Answer: Quotient: 8 Remainder: 5<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 53 counters to represent the 53 dominoes. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 6\u00a0 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 53 \u00f7 6<br \/>\nD. Number of circles are equally filled with 8 counters, therefore, the quotient is 8<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt-300x167.png\" alt=\"\" width=\"300\" height=\"167\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt-300x167.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt.png 335w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore, there will be 8 loaves at each location.<\/p>\n<p>Question 1.<br \/>\nb. Decide how to use the quotient and remainder to answer the question.<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt-300x167.png\" alt=\"\" width=\"300\" height=\"167\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt-300x167.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureygt.png 335w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nThe quotient is used to determine the number of loaves at each location, while the remainder gives us the information about the number of loaves left after placing in different locations.<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 53 counters to represent the 53 dominoes. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 6\u00a0 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 53 \u00f7 6<br \/>\nD. Number of circles are equally filled with 8 counters, therefore, the quotient is 8<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<br \/>\nTherefore, there will be 8 mini loaves at each location.<\/p>\n<p><strong>Interpret the remainder to solve.<\/strong><\/p>\n<p>Question 2.<br \/>\nWhat if Olivia wants to put only whole loaves at each location? How many loaves will be at each location?<br \/>\n_______ whole loaves<\/p>\n<p>Answer: Since there are 8 mini loaves at each location. Then there will be 4 whole loaves.<\/p>\n<p>Explanation:<br \/>\nOlivia baked 53 mini-loaves of banana bread<\/p>\n<p>Question 3.<br \/>\nEd carves 22 small wooden animals to sell at the craft fair. He displays them in rows with 4 animals in a row. How many animals will not be in equal rows?<br \/>\n_______ animals<\/p>\n<p>Answer: 2<\/p>\n<p>Explanation:<br \/>\nTotal number of small wooden animals=22<br \/>\nNumber of animals in each row=4<br \/>\nNumber of rows= 22\u00f74 =5<br \/>\nThe total number of animals in the rows= 5 x 4=20<br \/>\nNumber of animals which are not in a row= 22-20=2<\/p>\n<p><strong>Interpret the remainder to solve.<\/strong><\/p>\n<p>Question 4.<br \/>\nMyra has a 17-foot roll of crepe paper to make 8 streamers to decorate for a party. How long will each streamer be if she cuts the roll into equal pieces?<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: 2 foot<\/p>\n<p>Explanation:<br \/>\nLength of the crepe paper = 17 foot<br \/>\nNumber of streamers in the party=8<br \/>\nLength of each part if they are cut into equal pieces = 17 \u00f7 8<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3859\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturpij-300x165.png\" alt=\"\" width=\"300\" height=\"165\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturpij-300x165.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturpij.png 312w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 5.<br \/>\nJuan has a piano recital next month. Last week he practiced for 8 hours in the morning and 7 hours in the afternoon. Each practice session is 2 hours long. How many full practice sessions did Juan complete?<br \/>\n_______ full practice sessions<\/p>\n<p>Answer: 7 full practice sessions<\/p>\n<p>Explanation:<br \/>\nNumber of hours he practiced in the morning= 8 hours<br \/>\nEach practice session is 2 hours long<br \/>\nNumber of full practice sessions attended by Juan in the morning= 8\u00f72=4<br \/>\nNumber of hours he practiced in the afternoon= 7 hours<br \/>\nNumber of full practice sessions attended by Juan in the evening= 7\u00f72=3<\/p>\n<p>Question 6.<br \/>\nA total of 25 students sign up to be hosts on Parent\u2019s Night. Teams of 3 students greet parents. How many students cannot be on a team? Explain.<br \/>\n_______ student<\/p>\n<p>Answer: 1 student<\/p>\n<p>Explanation:<br \/>\nTotal number of students= 25<br \/>\nNumber of students in each group = 3<br \/>\nThe number of students who cannot be in the group= remainder obtained when 25\u00f73= 1<\/p>\n<h3><a id=\"Page_No_212\"><\/a>Page No. 212<\/h3>\n<p><strong>Use the picture for 7\u20139.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-6.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 6\" width=\"231\" height=\"411\" \/><\/p>\n<p>Question 7.<br \/>\nTeresa is making sock puppets just like the one in the picture. If she has 53 buttons, how many puppets can she make?<br \/>\n_______ sock puppets<\/p>\n<p>Answer: 17 sock puppets<\/p>\n<p>Explanation:<br \/>\nTotal number of buttons Teresa has=53<br \/>\nNumber of buttons each puppet needs= 3<br \/>\nNumber of sock puppets made= Quotient of 53\u00f73=17 sock puppets<\/p>\n<p>Question 8.<br \/>\nWrite a question about Teresa and the sock puppets for which the answer is 3. Explain the answer.<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: How many buttons did Teresa use for one sock puppet?<\/p>\n<p>Explanation:<br \/>\nTotal number of sock puppets made= 17<br \/>\nNumber of buttons used for making 17 sock puppets = 52<br \/>\nthen,<br \/>\nNumber of buttons used for one sock puppet= Quotient of 52\u00f717= 3 buttons<\/p>\n<p>Question 9.<br \/>\nInterpret a Result How many more buttons will Teresa need if she wants to make 18 puppets? Explain.<br \/>\n_______ buttons<\/p>\n<p>Answer: 1 button<\/p>\n<p>Explanation:<br \/>\nAfter preparing 17 puppets there was 2 buttons leftover then on the addition of 1 button gives 3 buttons which can be used to prepare another puppet.<\/p>\n<p>Question 10.<br \/>\nA total of 56 students signed up to play in a flag football league. If each team has 10 students, how many more students will need to sign up so all of the students can be on a team?<br \/>\n_______ students<\/p>\n<p>Answer: 4 students<\/p>\n<p>Explanation:<br \/>\nTotal number of students in the football league= 56<br \/>\nNumber of students in each group= 10<br \/>\nthen,<br \/>\nNumber of groups= Quotient of 56\u00f710=5 groups<br \/>\nRemainder= 6<br \/>\nBy the addition of 4 students, the group of 6 gets completed by 10<br \/>\nTherefore, 4 students should be added so that all students can be on a team.<\/p>\n<p>Question 11.<br \/>\nA teacher plans for groups of her students to eat lunch at tables. She has 34 students in her class. Each group will have 7 students. How many tables will she need? Explain how to use the quotient and remainder to answer the question.<br \/>\n_______ tables<\/p>\n<p>Answer: She needs 3 tables<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-3871\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hnuj-300x174.png\" alt=\"\" width=\"300\" height=\"174\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hnuj-300x174.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hnuj.png 322w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Quotient:<br \/>\nA. Use 34 counters to represent the 34 dominoes. Then draw 7 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 7 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 34 \u00f7 7<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 6<br \/>\nThe quotient is used to indicate the number of groups<br \/>\nTherefore, there will be 4 tables.<br \/>\nWhile the remainder is used to determine the number of students in the incomplete group.<\/p>\n<h3><a id=\"Common_Core_Page_No_213\"><\/a>Common Core &#8211; Page No. 213<\/h3>\n<p><strong>Interpret the Remainder<\/strong><\/p>\n<p><strong>Interpret the remainder to solve.<\/strong><\/p>\n<p>Question 1.<br \/>\nHakeem has 100 tomato plants. He wants to plant them in rows of 8. How many full rows will he have?<br \/>\nThink: 100 \u00f7 8 is 12 with a remainder of 4. The question asks \u201chow many full rows,\u201d so use only the quotient.<br \/>\n<span style=\"text-decoration: underline;\">12 full rows<\/span><\/p>\n<p>Answer: 12 full rows<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 100 counters to represent the 100 dominoes. Then draw 8 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 8 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 100 \u00f7 8<br \/>\nD. Number of circles are equally filled with 12 counters, therefore, the quotient is 12<br \/>\nTherefore, the tomatoes placed in full rows are 12<\/p>\n<p>Question 2.<br \/>\nA teacher has 27 students in her class. She asks the students to form as many groups of 4 as possible. How many students will not be in a group?<br \/>\n_______ students<\/p>\n<p>Answer: 3 students will not be the group<\/p>\n<p>Explanation:<br \/>\nTotal number of students in the class= 27<br \/>\nNumber of students who make a group=4<br \/>\nNumber of groups that can be made =Quotient of 27\u00f7 4=6<br \/>\nNumber of students who do not come under a group= Remainder of 27\u00f7 4=3<\/p>\n<p>Question 3.<br \/>\nA sporting goods company can ship 6 footballs in each carton. How many cartons are needed to ship 75 footballs?<br \/>\n_______ cartons<\/p>\n<p>Answer: 12 full cartons and 0.5 or 1\/2 carton to ship all the 75 footballs<\/p>\n<p>Explanation:<br \/>\nTotal number of footballs that should be shipped= 75<br \/>\nNumber of footballs placed in each carton = 6<br \/>\nNumber of cartons required=Quotient of 75\u00f7 6=12<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-medium wp-image-4015\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/new-300x219.png\" alt=\"\" width=\"300\" height=\"219\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/new-300x219.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/new.png 312w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nSince each carton carries 6 balls, half carton contains 3 balls because 6\u00f73=2, therefore, each half of the carton contains 3 balls.<\/p>\n<p>Question 4.<br \/>\nA carpenter has a board that is 10 feet long. He wants to make 6 table legs that are all the same length. What is the longest each leg can be?<br \/>\n_______ foot<\/p>\n<p>Answer: The length of the longest leg=4 foot-long<\/p>\n<p>Explanation:<br \/>\nAccording to the question,<br \/>\nLength of the board the carpenter has= 10 foot long<br \/>\nNumber of table legs that are to be made = 6<br \/>\nLength of the 6 table legs are equal<br \/>\nthen,<br \/>\nLength of each table leg= Quotient of 10\u00f76=1 foot<br \/>\nLength of the longest table leg= Remainder of 10\u00f76= 4 foot.<\/p>\n<p>Question 5.<br \/>\nAllie wants to arrange her flower garden in 8 equal rows. She buys 60 plants. What is the greatest number of plants she can put in each row?<br \/>\n_______ plants<\/p>\n<p>Answer: 7<\/p>\n<p>Explanation:<br \/>\nTotal number of plants Allie bought= 60<br \/>\nNumber of rows= 8<br \/>\nNumber of plants in each row= Quotient of 60\u00f78=7<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 6.<br \/>\nJoanna has 70 beads. She uses 8 beads for each bracelet. She makes as many bracelets as possible. How many beads will Joanna have left over?<br \/>\n_______ beads<\/p>\n<p>Answer: 6 beads<\/p>\n<p>Explanation:<br \/>\nTotal number of beads Joanna has= 70 beads<br \/>\nNumber beads used for each bracelet= 8 beads<br \/>\nNumber of bracelets made with these beads= Quotient of 70\u00f78= 7 bracelets<br \/>\nthen,<br \/>\nThe number of beads leftover= Remainder of 70\u00f78= 6 beads<\/p>\n<p>Question 7.<br \/>\nA teacher wants to give 3 markers to each of her 25 students. Markers come in packages of 8. How many packages of markers will the teacher need?<br \/>\n_______ packages<\/p>\n<p>Answer: 10 packages<\/p>\n<p>Explanation:<br \/>\nTotal number of students= 25<br \/>\nNumber of markers each student got= 3<br \/>\nTotal number of markers the teacher needs to distribute= 25 x 3= 75<br \/>\nNumber of markers in each package= 8<br \/>\nNumber of packages the teacher required= Quotient of 75\u00f78=9<br \/>\nWhile the remainder= 3<br \/>\nTherefore the total number packages=10<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_214\"><\/a>Common Core &#8211; Page No. 214<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nMarcus sorts his 85 baseball cards into stacks of 9 cards each. How many stacks of 9 cards can Marcus make?<br \/>\nOptions:<br \/>\na. 4<br \/>\nb. 8<br \/>\nc. 9<br \/>\nd. 10<\/p>\n<p>Answer: d. 10<\/p>\n<p>Explanation:<br \/>\nTotal number of baseball cards=85<br \/>\nNumber of cards in each stack=9<br \/>\nNumber of stacks sorted= Quotient of 85\u00f79=9<br \/>\nWhile the remainder=4<br \/>\nSo the total number of stacks required= 10<\/p>\n<p>Question 2.<br \/>\nA minivan can hold up to 7 people. How many minivans are needed to take 45 people to a basketball game?<br \/>\nOptions:<br \/>\na. 3<br \/>\nb. 5<br \/>\nc. 6<br \/>\nd. 7<\/p>\n<p>Answer: d. 7<\/p>\n<p>Explanation:<br \/>\nA minivan can hold up to 7 people.<br \/>\nTotal number of people who want to hire the minivan= 45 people<br \/>\nNumber of minivans required= Quotient of 45\u00f77= 6 vans<br \/>\nWhile the remainder is 3.<br \/>\nTotal number of minivans required to take the people to the baseball game= 7 minivans<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nMrs. Wilkerson cut some oranges into 20 equal pieces to be shared by 6 friends. How many pieces did each person get and how many pieces were left over?<br \/>\nOptions:<br \/>\na. 2 pieces with 4 pieces leftover<br \/>\nb. 3 pieces with 2 pieces leftover<br \/>\nc. 3 pieces with 4 pieces leftover<br \/>\nd. 4 pieces with 2 pieces leftover<\/p>\n<p>Answer: b. 3 pieces with 2 pieces leftover<\/p>\n<p>Explanation:<br \/>\nTotal number of orange pieces= 20<br \/>\nNumber of friends= 6<br \/>\nNumber of pieces each friend got= Quotient of 20\u00f76= 3 pieces<br \/>\nNumber of pieces leftover= Remainder of 20\u00f76= 2 pieces<\/p>\n<p>Question 4.<br \/>\nA school bought 32 new desks. Each desk cost $24. Which is the best estimate of how much the school spent on the new desks?<br \/>\nOptions:<br \/>\na. $500<br \/>\nb. $750<br \/>\nc. $1,000<br \/>\nd. $1,200<\/p>\n<p>Answer: b. $750<\/p>\n<p>Explanation:<br \/>\nTotal number of desks= 32<br \/>\nCost of each desk= $24<br \/>\nTotal cost spent on the desks= 32 x 24=$768<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4039\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Capturelk.png\" alt=\"\" width=\"118\" height=\"146\" \/><br \/>\nSo the estimated value can be $768<\/p>\n<p>Question 5.<br \/>\nKris has a box of 8 crayons. Sylvia\u2019s box has 6 times as many crayons as Kris\u2019s box. How many crayons are in Sylvia\u2019s box?<br \/>\nOptions:<br \/>\na. 48<br \/>\nb. 42<br \/>\nc. 36<br \/>\nd. 4<\/p>\n<p>Answer: 48 crayons<\/p>\n<p>Explanation:<br \/>\nNumber of crayons in Kris box=8<br \/>\nNumber of crayons in Sylvia&#8217;s box= 6 times as many crayons as Kris\u2019s box= 6 x 8=48<\/p>\n<p>Question 6.<br \/>\nYesterday, 1,743 people visited the fair. Today, there are 576 more people at the fair than yesterday. How many people are at the fair today?<br \/>\nOptions:<br \/>\na. 1,167<br \/>\nb. 2,219<br \/>\nc. 2,319<br \/>\nd. 2,367<\/p>\n<p>Answer: c. 2,319<\/p>\n<p>Explanation:<br \/>\nNumber of people in the fair yesterday= 1,743<br \/>\nNumber of more people at the fair than yesterday= 576<br \/>\nTotal number of people in the fair today=2,319<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4041\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Captureadd.png\" alt=\"\" width=\"172\" height=\"147\" \/><\/p>\n<h3><a id=\"Page_No_216\"><\/a>Page No. 216<\/h3>\n<p>Question 1.<br \/>\nDivide. 2,800 \u00f7 7<br \/>\nWhat basic fact can you use? ___________<br \/>\n2,800 = 28 ___________<br \/>\n28 hundreds \u00f7 7 = ___________<br \/>\n2,800 \u00f7 7 = ___________<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: 400<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 28 \u00f7 7<br \/>\nSTEP 2 Use place value. 2,800 = 28 hundreds<br \/>\nSTEP 3 Divide. 28 hundreds \u00f7 4 = 4 hundreds<br \/>\n2,800 \u00f7 7 = 400<\/p>\n<p>Question 2.<br \/>\nDivide. 280 \u00f7 7<br \/>\nWhat basic fact can you use? ___________<br \/>\n280 = 28 ___________<br \/>\n28 tens \u00f7 _____ = 4 ___________<br \/>\n280 \u00f7 7 = _____<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: 40<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 28 \u00f7 7<br \/>\nSTEP 2 Use place value. 280 = 28 tens<br \/>\nSTEP 3 Divide. 28 tens \u00f7 4 = 4 tens<br \/>\n280 \u00f7 7 = 40<\/p>\n<p><strong>Use basic facts and place value to find the quotient.<\/strong><\/p>\n<p>Question 3.<br \/>\n360 \u00f7 6 = ______<\/p>\n<p>Answer: 60<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 36 \u00f7 6<br \/>\nSTEP 2 Use place value. 360 = 36 tens<br \/>\nSTEP 3 Divide. 36 tens \u00f76 = 6 tens<br \/>\n360 \u00f7 6 = 60<\/p>\n<p>Question 4.<br \/>\n2,000 \u00f7 5 = ______<\/p>\n<p>Answer: 400<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 20 \u00f7 5<br \/>\nSTEP 2 Use place value. 2,000 = 20 hundreds<br \/>\nSTEP 3 Divide. 20 hundreds \u00f7 5 = 4 hundreds<br \/>\n2,000 \u00f7 5 = 400<\/p>\n<p>Question 5.<br \/>\n4,500 \u00f7 9 = ______<\/p>\n<p>Answer: 500<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 45 \u00f7 9<br \/>\nSTEP 2 Use place value. 4,500 = 45 hundreds<br \/>\nSTEP 3 Divide. 45 hundreds \u00f7 9 = 5 hundreds<br \/>\n4,500 \u00f7 9 = 500<\/p>\n<p>Question 6.<br \/>\n560 \u00f7 8 = ______<\/p>\n<p>Answer: 70<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 56 \u00f7 8<br \/>\nSTEP 2 Use place value. 560 = 56 tens<br \/>\nSTEP 3 Divide. 56 tens \u00f7 8 = 7 tens<br \/>\n560 \u00f7 8 = 70<\/p>\n<p>Question 7.<br \/>\n6,400 \u00f7 8 = ______<\/p>\n<p>Answer: 800<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 64 \u00f7 8<br \/>\nSTEP 2 Use place value. 6,400 =64 hundreds<br \/>\nSTEP 3 Divide. 64 hundreds \u00f7 8 = 8 hundreds<br \/>\n6,400 \u00f7 8 = 800<\/p>\n<p>Question 8.<br \/>\n3,500 \u00f7 7 = ______<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 35 \u00f7 7<br \/>\nSTEP 2 Use place value. 3,500 = 35 hundreds<br \/>\nSTEP 3 Divide. 35 hundreds \u00f7 7 = 5 hundreds<br \/>\n3,500 \u00f7 7 = 500<\/p>\n<p><strong>Use Patterns Algebra Find the unknown number.<\/strong><\/p>\n<p>Question 9.<br \/>\n420 \u00f7 ______ = 60<\/p>\n<p>Answer: 7<\/p>\n<p>Explanation:<br \/>\nTo find the divisor (the missing number) divide 420 with 60<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4087\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/30-300x151.png\" alt=\"\" width=\"300\" height=\"151\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/30-300x151.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/30.png 333w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient of 420 \u00f7 60= The missing number=7<\/p>\n<p>Question 10.<br \/>\n______ \u00f7 4 = 30<\/p>\n<p>Answer: 120<\/p>\n<p>Explanation:<br \/>\nTo find the dividend (the missing number) we must multiply the divisor and the quotient.<br \/>\nTherefore the dividend is 30 x 4=120.<\/p>\n<p>Question 11.<br \/>\n810 \u00f7 ______ = 90<\/p>\n<p>Answer: 9<\/p>\n<p>Explanation:<br \/>\nTo find the divisor (the missing number) divide 810 with 90<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4088\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/31-300x155.png\" alt=\"\" width=\"300\" height=\"155\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/31-300x155.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/31.png 328w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient of 810 \u00f7 90= The missing number=9<\/p>\n<p>Question 12.<br \/>\nDivide 400 \u00f7 40. Explain how patterns and place value can help.<br \/>\n______<\/p>\n<p>Answer: 10<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 40 \u00f7 4<br \/>\nSTEP 2 Use place value. 400 = 40 tens<br \/>\nSTEP 3 Divide. 40 tens \u00f7 4 = 1 tens<br \/>\n400 \u00f7 40 = 10<\/p>\n<p>Question 13.<br \/>\nEileen collected 98 empty cans to recycle, and Carl collected 82 cans. They packed an equal number of cans into each of three boxes to take to the recycling center.<br \/>\nHow many cans were in each box?<br \/>\n______ cans<\/p>\n<p>Answer: 60 cans<\/p>\n<p>Explanation:<br \/>\nTotal number of cans = 98+82=180 cans<br \/>\nNumber of boxes= 3<br \/>\nNumber of cans in each box= 180 \u00f73=60 cans<\/p>\n<p>Question 14.<br \/>\nIt costs a baker $18 to make a small cake. He sells 8 small cakes for $240. How much more is the selling price of each cake than the cost?<br \/>\n$ ______<\/p>\n<p>Answer: $96<\/p>\n<p>Explanation:<br \/>\nCost of each cake= $18<br \/>\nNumber of cakes baked= 8<br \/>\nThe actual cost of the cakes = $18 x $8=$144<br \/>\nThe selling price of the cakes=$240<br \/>\nAmount gained on the cakes= $240-$144=$96<\/p>\n<h3><a id=\"Page_No_217\"><\/a>Page No. 217<\/h3>\n<p>Question 15.<br \/>\nJamal put 600 pennies into 6 equal rolls. How many pennies were in each roll?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-7.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 7\" width=\"339\" height=\"233\" \/><br \/>\n______ pennies<\/p>\n<p>Answer: 100 pennies<\/p>\n<p>Explanation:<br \/>\nTotal number of pennies= 600<br \/>\nNumber of rolls= 6<br \/>\nThe number of pennies= Quotient of 600 \u00f7 6=100<\/p>\n<p>Question 16.<br \/>\nSela has 6 times as many coins now as she had 4 months ago. If Sela has 240 coins now, how many coins did she have 4 months ago?<br \/>\n______ coins<\/p>\n<p>Answer: 60 coins<\/p>\n<p>Explanation:<br \/>\nLet the number of coins four months ago be x coins.<br \/>\nAccording to the question,<br \/>\nNumber of coins Sela has at present = 4x<br \/>\n4x=240<br \/>\nx= 240 \u00f7 4=60<br \/>\nTherefore the number of coins Sela has=60<\/p>\n<p>Question 17.<br \/>\nChip collected 2,090 dimes. Sue collected 1,910 dimes. They divided all their dimes into 8 equal stacks. How many dimes are in each stack?<br \/>\n______ dimes<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nNumber of dimes Chip collected= 2,090<br \/>\nNumber of dimes Sue collected= 1,910<br \/>\nTotal number of dimes= 2,090+1,910= 4100<br \/>\nNumber of stacks= 8<br \/>\nNumber of dimes in each stack = Quotient of 4100 \u00f78=512<\/p>\n<p>Question 18.<br \/>\nCommunicate Mr. Roberts sees a rare 1937 penny. The cost of the penny is $210. If he saves $3 each week, will Mr. Roberts have enough money to buy the penny in one year? Explain.<br \/>\n______<\/p>\n<p>Answer: No Mr. Roberts cannot buy the penny in one year.<\/p>\n<p>Explanation:<br \/>\nAmount saved in each week= $3<br \/>\nNumber of weeks in a year= 52<br \/>\nThe total amount saved= 52 x 3=$156<br \/>\nCost of the penny=$210<br \/>\nTherefore Mr. Roberts cannot buy the penny in one year.<\/p>\n<p>Question 19.<br \/>\nMrs. Fletcher bought 5 coins for $32 each. Later, she sold all the coins for $300. How much more did Mrs. Fletcher receive for each coin than she paid? Explain.<br \/>\n$ ______<\/p>\n<p>Answer:$60<\/p>\n<p>Explanation:<br \/>\nNumber of coins=5<br \/>\nCost of each coin = $32<br \/>\nTotal cost of the coins= $32 x 5=$160<br \/>\nShe sold the coins for $300<br \/>\nCost of each coin= $300 \u00f7 5= $60<\/p>\n<h3><a id=\"Page_No_218\"><\/a>Page No. 218<\/h3>\n<p>Question 20.<br \/>\nWhich quotients are equal to 20? Mark all that apply.<br \/>\nOptions:<br \/>\na. 600 \u00f7 2<br \/>\nb. 1,200 \u00f7 6<br \/>\nc. 180 \u00f7 9<br \/>\nd. 140 \u00f7 7<br \/>\ne. 500 \u00f7 5<\/p>\n<p>Answer: c. 180 \u00f7 9<br \/>\nd. 140 \u00f7 7<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 180 counters to represent the 180 dominoes. Then draw 9 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 9 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 180 \u00f7 9<br \/>\nD. Number of circles are equally filled with 20 counters, therefore, the quotient is 20<\/p>\n<p>Quotient:<br \/>\nA. Use 140 counters to represent the 140 dominoes. Then draw 7 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 7 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 140 \u00f7 7<br \/>\nD. Number of circles are equally filled with 20 counters, therefore, the quotient is 20<\/p>\n<p><strong>Insect Flight<\/strong><\/p>\n<p>True flight is shared only by insects, bats, and birds. Flight in insects varies from the clumsy flight of some beetles to the acrobatic moves of dragonflies.<br \/>\nThe wings of insects are not moved by muscles attached to the wings. Muscles in the middle part of the body, or thorax, move the wings. The thorax changes shape as the wings move.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-8.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 8\" width=\"323\" height=\"272\" \/><\/p>\n<p>Question 21.<br \/>\nAbout how many times does a damselfly\u2019s wings beat in 1 minute?<br \/>\n______ times<\/p>\n<p>Answer: 900<\/p>\n<p>Explanation:<br \/>\nTotal number of wingbeats of Damselfly in 3 minutes= 2,700<br \/>\nNumber of wingbeats of Damselfly in 1 minute= 2,700 \u00f73=900<\/p>\n<p>Question 22.<br \/>\nAbout how many times do a scorpion fly\u2019s wings beat in 6 minutes?<br \/>\n______ times<\/p>\n<p>Answer: 10,000<\/p>\n<p>Explanation:<br \/>\nTotal number of wingbeats of scorpionfly in 3 minutes=5,000<br \/>\nNumber of parts of time-intervals in 6 minutes = 6\u00f73=2<br \/>\nNumber of wingbeats of scorpionfly in 6 minutes= 5,000 x 2 = 10,000<\/p>\n<p>Question 23.<br \/>\nIn one minute, about how many more times do a damselfly\u2019s wings beat than a large white butterfly\u2019s wings?<br \/>\n______ more times<\/p>\n<p>Answer: 200<\/p>\n<p>Explanation:<br \/>\nTotal number of wingbeats of Damselfly in 3 minutes= 2,700<br \/>\nNumber of wingbeats of Damselfly in 1 minute= 2,700 \u00f73=900<\/p>\n<p>Total number of wingbeats of large white butterfly in 3 minutes= 2,100<br \/>\nNumber of wingbeats of large white butterfly in 1 minute= 2,100 \u00f73=700<\/p>\n<p>Number of more times the damselfly\u2019s wings beat than a large white butterfly=900-700=200<\/p>\n<p>Question 24.<br \/>\nWhat\u2019s the Question? The answer is about 2,300 times.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: About how many times do an Aeschind dragonfly&#8217;s wings beat in 1 minute?<\/p>\n<p>Explanation:<br \/>\nTotal number of wingbeats of Aeschind dragonfly&#8217;s in 3 minutes= 6,900<br \/>\nNumber of wingbeats of Aeschind dragonfly&#8217;s in 1 minute= 6,900 \u00f73=2,300<\/p>\n<h3><a id=\"Common_Core_Page_No_219\"><\/a>Common Core &#8211; Page No. 219<\/h3>\n<p><strong>Divide Tens, Hundreds, and Thousands<\/strong><\/p>\n<p><strong>Use basic facts and place value to find the quotient.<\/strong><\/p>\n<p>Question 1.<br \/>\n3,600 \u00f7 4 = <span style=\"text-decoration: underline;\">900<\/span><br \/>\nThink: 3,600 is 36 hundreds.<br \/>\nUse the basic fact 36 \u00f7 4 = 9.<br \/>\nSo, 36 hundreds \u00f7 4 = 9 hundreds, or 900.<\/p>\n<p>Answer: 900<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 36 \u00f7 4<br \/>\nSTEP 2 Use place value. 3,600 = 36 hundreds<br \/>\nSTEP 3 Divide. 36 hundered \u00f7 4 = 9 hundreds<br \/>\n3,600 \u00f7 4 = 900<\/p>\n<p>Question 2.<br \/>\n240 \u00f7 6 = ______<\/p>\n<p>Answer: 40<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 24 \u00f7 6<br \/>\nSTEP 2 Use place value. 240 = 24 tens<br \/>\nSTEP 3 Divide. 24 tens \u00f7 6 = 4 tens<br \/>\n240 \u00f7 6 = 40<\/p>\n<p>Question 3.<br \/>\n5,400 \u00f7 9 = ______<\/p>\n<p>Answer: 600<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 54 \u00f7 9<br \/>\nSTEP 2 Use place value. 5,400 = 54 hundreds<br \/>\nSTEP 3 Divide. 54 hundreds \u00f7 9 = 6\u00a0hundreds<br \/>\n5,400 \u00f7 9 = 600<\/p>\n<p>Question 4.<br \/>\n300 \u00f7 5 = ______<\/p>\n<p>Answer: 60<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 30 \u00f7 5<br \/>\nSTEP 2 Use place value. 300 = 30 tens<br \/>\nSTEP 3 Divide. 30 tens \u00f7 5 = 60 tens<br \/>\n300 \u00f7 5 = 60<\/p>\n<p>Question 5.<br \/>\n4,800 \u00f7 6 = ______<\/p>\n<p>Answer: 800<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 48 \u00f7 6<br \/>\nSTEP 2 Use place value. 4,800 = 48 hundreds<br \/>\nSTEP 3 Divide. 48 hundreds \u00f7 6 = 80 hundreds<br \/>\n4,800 \u00f7 6 = 800<\/p>\n<p>Question 6.<br \/>\n420 \u00f7 7 = ______<\/p>\n<p>Answer: 60<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 42 \u00f7 7<br \/>\nSTEP 2 Use place value. 420 = 42 tens<br \/>\nSTEP 3 Divide. 42 tens \u00f7 7 = 60 tens<br \/>\n420 \u00f7 7 = 60<\/p>\n<p>Question 7.<br \/>\n150 \u00f7 3 = ______<\/p>\n<p>Answer: 50<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 15 \u00f7 3<br \/>\nSTEP 2 Use place value. 150 = 15 tens<br \/>\nSTEP 3 Divide. 15 tens \u00f7 3 = 5 tens<br \/>\n150 \u00f7 3 = 50<\/p>\n<p>Question 8.<br \/>\n6,300 \u00f7 7 = ______<\/p>\n<p>Answer: 900<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 63 \u00f7 7<br \/>\nSTEP 2 Use place value. 6,300 = 63 hundreds<br \/>\nSTEP 3 Divide. 63 hundreds \u00f7 7 = 9 hundreds<br \/>\n6,300 \u00f7 7 = 900<\/p>\n<p>Question 9.<br \/>\n1,200 \u00f7 4 = ______<\/p>\n<p>Answer: 300<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 12 \u00f7 4<br \/>\nSTEP 2 Use place value. 1,200 = 12 hundreds<br \/>\nSTEP 3 Divide. 12 hundreds \u00f7 4 = 3 hundreds<br \/>\n1,200 \u00f7 4 = 300<\/p>\n<p>Question 10.<br \/>\n360 \u00f7 6 = ______<\/p>\n<p>Answer: 60<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 36 \u00f7 6<br \/>\nSTEP 2 Use place value. 360 = 36 tens<br \/>\nSTEP 3 Divide. 36 tens \u00f7 6 = 6 tens<br \/>\n360 \u00f7 6 = 60<\/p>\n<p><strong>Find the quotient.<\/strong><\/p>\n<p>Question 11.<br \/>\n28 \u00f7 4 = ______<br \/>\n280 \u00f7 4 = ______<br \/>\n2,800 \u00f7 4 = ______<\/p>\n<p>Answer: 7, 70, 700<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 28 counters to represent the 28 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 28 \u00f7 4<br \/>\nD. Number of circles are equally filled with 7 counters, therefore, the quotient is 7<\/p>\n<p>STEP 1 Identify the basic fact. 28 \u00f7 4<br \/>\nSTEP 2 Use place value. 280 = 28 tens<br \/>\nSTEP 3 Divide. 28 tens \u00f7 4 = 7 tens<br \/>\n280 \u00f7 4 = 70<\/p>\n<p>STEP 1 Identify the basic fact. 28 \u00f7 4<br \/>\nSTEP 2 Use place value. 2,800 = 28 hundreds<br \/>\nSTEP 3 Divide. 28 hundreds \u00f7 4 = 7 hundreds<br \/>\n2,800 \u00f7 4 = 700<\/p>\n<p>Question 12.<br \/>\n18 \u00f7 3 = ______<br \/>\n180 \u00f7 3 = ______<br \/>\n1,800 \u00f7 3 = ______<\/p>\n<p>Answer: 6, 60, 600<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 18 counters to represent the 18 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 18 \u00f7 3<br \/>\nD. Number of circles are equally filled with 6 counters, therefore, the quotient is 6<\/p>\n<p>STEP 1 Identify the basic fact. 18 \u00f7 3<br \/>\nSTEP 2 Use place value. 180 = 18 tens<br \/>\nSTEP 3 Divide. 18 tens \u00f7 3 = 6 tens<br \/>\n180 \u00f7 6 = 60<\/p>\n<p>STEP 1 Identify the basic fact. 18 \u00f7 3<br \/>\nSTEP 2 Use place value. 1,800 = 18 hundreds<br \/>\nSTEP 3 Divide. 18 hundreds \u00f7 3 = 6 hundreds<br \/>\n1,800 \u00f7 3 = 600<\/p>\n<p>Question 13.<br \/>\n45 \u00f7 9 = ______<br \/>\n450 \u00f7 9 = ______<br \/>\n4,500 \u00f7 9 = ______<\/p>\n<p>Answer: 5, 50, 500<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 45 counters to represent the 45 dominoes. Then draw 9 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 9 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 45 \u00f7 9<br \/>\nD. Number of circles are equally filled with 5 counters, therefore, the quotient is 5<\/p>\n<p>STEP 1 Identify the basic fact. 45 \u00f7 9<br \/>\nSTEP 2 Use place value. 450 = 45 tens<br \/>\nSTEP 3 Divide. 45 tens \u00f7 9 = 5 tens<br \/>\n450 \u00f7 9 = 50<\/p>\n<p>STEP 1 Identify the basic fact. 45 \u00f7 9<br \/>\nSTEP 2 Use place value. 4,500 = 45 hundreds<br \/>\nSTEP 3 Divide. 45 hundreds \u00f7 9 = 5 hundreds<br \/>\n4,500 \u00f7 9 = 500<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 14.<br \/>\nAt an assembly, 180 students sit in 9 equal rows. How many students sit in each row?<br \/>\n______ students<\/p>\n<p>Answer: 20<\/p>\n<p>Explanation:<br \/>\nTotal number of students= 180<br \/>\nNumber of rows= 9<br \/>\nNumber of students in each row= 180 \u00f79=20<\/p>\n<p>Question 15.<br \/>\nHilary can read 560 words in 7 minutes. How many words can Hilary read in 1 minute?<br \/>\n______ words<\/p>\n<p>Answer: 80<\/p>\n<p>Explanation:<br \/>\nTotal number of words Hilary can read in 7 minutes = 560<br \/>\nNumber of words Hilary can read in 1 minute= 560 \u00f7 7= 80<\/p>\n<p>Question 16.<br \/>\nA company produces 7,200 gallons of bottled water each day. The company puts 8 one-gallon bottles in each carton. How many cartons are needed to hold all the one-gallon bottles produced in one day?<br \/>\n______ cartons<\/p>\n<p>Answer: 900<\/p>\n<p>Explanation:<br \/>\nTotal number of gallons bottled in each day= 7,200<br \/>\nNumber of gallons bottled in each carton= 8<br \/>\nNumber of cartons used= 7,200 \u00f7 8= 900<\/p>\n<p>Question 17.<br \/>\nAn airplane flew 2,400 miles in 4 hours. If the plane flew the same number of miles each hour, how many miles did it fly in 1 hour?<br \/>\n______ miles<\/p>\n<p>Answer: 600<\/p>\n<p>Explanation:<br \/>\nTotal number of miles flew in 4 hours= 2,400<br \/>\nNumber of miles flew in 1 hour= 2,400\u00f74=600<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_220\"><\/a>Common Core &#8211; Page No. 220<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nA baseball player hits a ball 360 feet to the outfield. It takes the ball 4 seconds to travel this distance. How many feet does the ball travel in 1 second?<br \/>\nOptions:<br \/>\na. 9 feet<br \/>\nb. 40 feet<br \/>\nc. 90 feet<br \/>\nd. 900 feet<\/p>\n<p>Answer: c. 90 feet<\/p>\n<p>Explanation:<br \/>\nThe height to which the player hits a ball=360 feet<br \/>\nHeight to which the ball travels in 1 second= 360\u00f74= 90 feet<\/p>\n<p>Question 2.<br \/>\nSebastian rides his bike 2,000 meters in 5 minutes. How many meters does he bike in 1 minute?<br \/>\nOptions:<br \/>\na. 4 meters<br \/>\nb. 40 meters<br \/>\nc. 50 meters<br \/>\nd. 400 meters<\/p>\n<p>Answer: d. 400 meters<\/p>\n<p>Explanation:<br \/>\nTotal number of meters travelled in 5 minutes= 2,000<br \/>\nNumber of meters travelled in 1 minute= 2,000\u00f75= 400<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nA full container of juice holds 63 ounces. How many 7-ounce servings of juice are in a full container?<br \/>\nOptions:<br \/>\na. 1<br \/>\nb. 8<br \/>\nc. 9<br \/>\nd. 10<\/p>\n<p>Answer: c. 9<\/p>\n<p>Explanation:<br \/>\nA full container of juice holds= 63 ounces<br \/>\nQuantity of servings of juice in one glass=7 ounce<br \/>\nNumber of servings of the juice are= 63\u00f77=9<\/p>\n<p>Question 4.<br \/>\nPaolo pays $244 for 5 identical calculators. Which is the best estimate of how much Paolo pays for one calculator?<br \/>\nOptions:<br \/>\na. $40<br \/>\nb. $50<br \/>\nc. $60<br \/>\nd. $245<\/p>\n<p>Answer: b. $50<\/p>\n<p>Explanation:<br \/>\nAmount Paolo pays for the identical calculators = $244<br \/>\nNumber of identical calculators=5<br \/>\nThe best estimated value of each identical calculator=$244 \u00f7 5is approximately $50<\/p>\n<p>Question 5.<br \/>\nA football team paid $28 per jersey. They bought 16 jerseys. How much money did the team spend on jerseys?<br \/>\nOptions:<br \/>\na. $44<br \/>\nb. $196<br \/>\nc. $408<br \/>\nd. $448<\/p>\n<p>Answer: d. $448<\/p>\n<p>Explanation:<br \/>\nCost of each jersey=$28<br \/>\nNumber of jerseys= 16<br \/>\nTotal cost of the jerseys= $28 x 16= $448<\/p>\n<p>Question 6.<br \/>\nSuzanne bought 50 apples at the apple orchard. She bought 4 times as many red apples as green apples. How many more red apples than green apples did Suzanne buy?<br \/>\nOptions:<br \/>\na. 10<br \/>\nb. 25<br \/>\nc. 30<br \/>\nd. 40<\/p>\n<p>Answer: d. 40<\/p>\n<p>Explanation:<br \/>\nLet the number of green apples be x and the number of red apples be 4x<br \/>\n4x + x = 50<br \/>\nx = 50\u00a0 \u00f7 5= 10<br \/>\nNumber of red balls = 4x = 4 x 10 = 40<\/p>\n<h3><a id=\"Page_No_222\"><\/a>Page No. 222<\/h3>\n<p>Question 1.<br \/>\nEstimate. 1,718 \u00f7 4<br \/>\nThink: What number close to 1,718 is easy to divide by 4?<br \/>\n______ is close to 1,718. What basic fact can you use?<br \/>\n______ \u00f7 4<br \/>\n______ is close to 1,718. What basic fact can you use?<br \/>\n______ \u00f7 4<br \/>\nChoose 1,600 because<br \/>\n__________________________________.<br \/>\n16 \u00f7 4 = ______<br \/>\n1,600 \u00f7 ______ = ______<br \/>\n1,718 \u00f7 4 is about ______<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,718 is easy to divide by 4?<br \/>\n1,600 is close to 1,718. What basic fact can you use?<br \/>\n1,600 \u00f7 4<br \/>\nChoose 1,600 because it is close to 1,718 and can easily be divided by 4.<br \/>\n16 \u00f7 4 = 4<br \/>\n1,600 \u00f7 4 = 400<br \/>\n1,600 \u00f7 4 is about 400<\/p>\n<p><strong>Use compatible numbers to estimate the quotient.<\/strong><\/p>\n<p>Question 2.<br \/>\n455 \u00f7 9<br \/>\n______<\/p>\n<p>Answer: 50<\/p>\n<p>Explanation:<br \/>\nWhat number close to 455 is easy to divide by 9?<br \/>\n450 is close to 455. What basic fact can you use?<br \/>\n450 \u00f7 9<br \/>\nChoose 450 because it is close to 455 and can easily be divided by 9.<br \/>\n45 \u00f7 9 = 5<br \/>\n450 \u00f7 9 = 50<br \/>\n455 \u00f7 9 is about 50<\/p>\n<p>Question 3.<br \/>\n1,509 \u00f7 3<br \/>\n______<\/p>\n<p>Answer: 500<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,509 is easy to divide by 3?<br \/>\n1,500 is close to 1,509. What basic fact can you use?<br \/>\n1,500 \u00f7 3<br \/>\nChoose 1,500 because it is close to 1,509 and can easily be divided by 3.<br \/>\n15 \u00f7 3 = 5<br \/>\n1,500 \u00f7 3 = 500<br \/>\n1,509 \u00f7 3 is about 500<\/p>\n<p>Question 4.<br \/>\n176 \u00f7 8<br \/>\n______<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nWhat number close to 176 is easy to divide by 8?<br \/>\n160 is close to 176. What basic fact can you use?<br \/>\n160 \u00f7 8<br \/>\nChoose 160 because it is close to 176 and can easily be divided by 8.<br \/>\n16 \u00f7 8 = 2<br \/>\n160 \u00f7 8 = 20<br \/>\n176 \u00f7 8 is about 20<\/p>\n<p>Question 5.<br \/>\n2,795 \u00f7 7<br \/>\n______<\/p>\n<p>Answer:\u00a0 400<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,795 is easy to divide by 7?<br \/>\n2,800 is close to 2,795. What basic fact can you use?<br \/>\n2,800 \u00f7 7<br \/>\nChoose 2,800 because it is close to 2,795 and can easily be divided by 7.<br \/>\n28 \u00f7 7 = 4<br \/>\n2,800 \u00f7 7 = 400<br \/>\n2,795 \u00f7 7 is about 400<\/p>\n<p><strong>Use compatible numbers to find two estimates that the quotient is between.<\/strong><\/p>\n<p>Question 6.<br \/>\n5,321 \u00f7 6<br \/>\n______ and ______<\/p>\n<p>Answer: 900<\/p>\n<p>Explanation:<br \/>\nWhat number close to 5,321 is easy to divide by 6?<br \/>\n5,400 is close to 5,321. What basic fact can you use?<br \/>\n5,400 \u00f7 6<br \/>\nChoose 5,400 because it is close to 5,321 and can easily be divided by 6.<br \/>\n54 \u00f7 6 = 9<br \/>\n5,400 \u00f7 6 = 900<br \/>\n5,321 \u00f7 6 is about 900<\/p>\n<p>Question 7.<br \/>\n1,765 \u00f7 6<br \/>\n______ and ______<\/p>\n<p>Answer: 300<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,765 is easy to divide by 6?<br \/>\n1,800 is close to 1,765. What basic fact can you use?<br \/>\n1,800 \u00f7 6<br \/>\nChoose 1,800 because it is close to 1,765 and can easily be divided by 6.<br \/>\n18 \u00f7 6 = 3<br \/>\n1,800 \u00f7 6 = 300<br \/>\n1,765 \u00f7 6 is about 300<\/p>\n<p>Question 8.<br \/>\n1,189 \u00f7 3<br \/>\n______ and ______<\/p>\n<p>Answer: 400<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,189 is easy to divide by 3?<br \/>\n1,200 is close to 1,189. What basic fact can you use?<br \/>\n1,200 \u00f7 3<br \/>\nChoose 1,200 because it is close to 1,189 and can easily be divided by 3.<br \/>\n12 \u00f7 3 = 4<br \/>\n1,200 \u00f7 3 = 400<br \/>\n1,189 \u00f7 3 is about 400<\/p>\n<p>Question 9.<br \/>\n2,110 \u00f7 4<br \/>\n______ and ______<\/p>\n<p>Answer: 500<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,110 is easy to divide by 4?<br \/>\n2,000 is close to 2,110. What basic fact can you use?<br \/>\n2,000 \u00f7 4<br \/>\nChoose 2,000 because it is close to 2,110 and can easily be divided by 4.<br \/>\n20 \u00f7 4 = 5<br \/>\n2,000 \u00f7 4 = 500<br \/>\n2,110 \u00f7 4 is about 500<\/p>\n<p><strong>Reason Abstractly Algebra Estimate to compare. Write &lt;, &gt;, or =.<\/strong><\/p>\n<p>Question 10.<br \/>\n613 \u00f7 3 ______ 581 \u00f7 2<\/p>\n<p>Answer: 613 \u00f7 3 <strong>&lt;<\/strong>\u00a0581 \u00f7 2<\/p>\n<p>Explanation:<br \/>\nWhat number close to 613 is easy to divide by 3?<br \/>\n600 is close to 613. What basic fact can you use?<br \/>\n600 \u00f7 3<br \/>\nChoose 600 because it is close to 613 and can easily be divided by 3.<br \/>\n6 \u00f7 3 = 2<br \/>\n600 \u00f7 3 = 200<br \/>\n613 \u00f7 3 is about 200<\/p>\n<p>What number close to 581 is easy to divide by 2?<br \/>\n580 is close to 581. What basic fact can you use?<br \/>\n580 \u00f7 2<br \/>\nChoose 580 because it is close to 581 and can easily be divided by 2.<br \/>\n58 \u00f7 2 = 29<br \/>\n580 \u00f7 2 = 290<br \/>\n581 \u00f7 2 is about 290<\/p>\n<p>Question 11.<br \/>\n364 \u00f7 4 ______ 117 \u00f7 6<\/p>\n<p>Answer: 364 \u00f7 4 <strong>&gt;<\/strong> \u00a0117 \u00f7 6<\/p>\n<p>Explanation:<br \/>\nWhat number close to 364 is easy to divide by 4?<br \/>\n360 is close to 364. What basic fact can you use?<br \/>\n360 \u00f7 4<br \/>\nChoose 360 because it is close to 364 and can easily be divided by 4.<br \/>\n36 \u00f7 4 = 9<br \/>\n360 \u00f7 4 = 90<br \/>\n364 \u00f7 4 is about 90<\/p>\n<p>What number close to 117 is easy to divide by 6?<br \/>\n120 is close to 117. What basic fact can you use?<br \/>\n120 \u00f7 6<br \/>\nChoose 120 because it is close to 117 and can easily be divided by 6.<br \/>\n12 \u00f7 6 = 2<br \/>\n120 \u00f7 6 = 20<br \/>\n117 \u00f7 6 is about 20<\/p>\n<p>Question 12.<br \/>\n2,718 \u00f7 8 ______ 963 \u00f7 2<\/p>\n<p>Answer: 2,718 \u00f7 8 <strong>&lt;<\/strong> 963 \u00f7 2<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,718 is easy to divide by 8?<br \/>\n2,400 is close to 2,718. What basic fact can you use?<br \/>\n2,400 \u00f7 8<br \/>\nChoose 2,400 because it is close to 2,718 and can easily be divided by 8.<br \/>\n24 \u00f7 8 = 3<br \/>\n2,400 \u00f7 8 = 300<br \/>\n2,718 \u00f7 8 is about 300<\/p>\n<p>What number close to 963 is easy to divide by 2?<br \/>\n960 is close to 963. What basic fact can you use?<br \/>\n960 \u00f7 2<br \/>\nChoose 960 because it is close to 963 and can easily be divided by 2.<br \/>\n96 \u00f7 2 = 48<br \/>\n960 \u00f7 2 = 480<br \/>\n963 \u00f7 2 is about 480<\/p>\n<p>Question 13.<br \/>\nIf Cade shoots 275 free throw baskets in 2 hours, about how many can he shoot in 5 hours?<br \/>\nabout ______ free throw baskets<\/p>\n<p>Answer: 688 free throw baskets<\/p>\n<p>Explanation:<br \/>\nNumber of free-throw baskets in 2 hours= 275<br \/>\nNumber of free-throw baskets in 1 hour = 275\u00f72=137.5<br \/>\nNumber of free-throw baskets in 5 hours= 137.5 x 5= 687.5 =rounding to nearest whole number 688 free throw baskets ( approx)<\/p>\n<p>Question 14.<br \/>\nA carpenter has 166 doorknobs in his workshop. Of those doorknobs, 98 are round and the rest are square. If he wants to place 7 square doorknobs in each bin, about how many bins would he need?<br \/>\nabout ______ bins<\/p>\n<p>Answer: 10<\/p>\n<p>Explanation:<br \/>\nThe total number of doorknobs in a workshop= 166<br \/>\nNumber of round doorknobs in a workshop= 98<br \/>\nNumber of square doorknobs in a workshop=166-98=68<br \/>\nNumber of square doorknobs in each bin= 7<br \/>\nNumber of bins= 68\u00f77= 9.7= rounding to nearest whole number 10 bins (approx)<\/p>\n<h3><a id=\"Page_No_223\"><\/a>Page No. 223<\/h3>\n<p><strong>Use the table for 15\u201317.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-9.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 9\" width=\"389\" height=\"242\" \/><\/p>\n<p>Question 15.<br \/>\nAbout how many times does a chicken\u2019s heart beat in 1 minute?<br \/>\nabout ______ times<\/p>\n<p>Answer: 275<\/p>\n<p>Explanation:<br \/>\nNumber of times the chicken&#8217;s heartbeats in 5 minutes= 1,375<br \/>\nNumber of times the chicken&#8217;s heartbeats in 1 minute= 1,375\u00f7 5= 275<\/p>\n<p>Question 16.<br \/>\nAbout how many times does a cow\u2019s heart beat in 2 minutes?<br \/>\nabout ______ times<\/p>\n<p>Answer: 130<\/p>\n<p>Explanation:<br \/>\nNumber of times the cow&#8217;s heartbeats in 5 minutes= 325<br \/>\nNumber of times the cow&#8217;s heartbeats in 1 minute= 325\u00f75=65<br \/>\nNumber of times the cow&#8217;s heartbeats in 2 minutes= 65 x 2=130<\/p>\n<p>Question 17.<br \/>\nUse Reasoning About how many times faster does a cow\u2019s heart beat than a whale\u2019s?<br \/>\nabout ______ times<\/p>\n<p>Answer: nearly 11 times<\/p>\n<p>Explanation:<br \/>\nNumber of times the cow&#8217;s heartbeats in 5 minutes= 325<br \/>\nNumber of times the cow&#8217;s heartbeats in 1 minute= 325\u00f75=65<\/p>\n<p>Number of times the whale&#8217;s heartbeats in 5 minutes= 31<br \/>\nNumber of times the whale&#8217;s heartbeats in 1 minute= 31\u00f75=6.2= rounding to nearest whole number 6 (approx)<\/p>\n<p>Number of more times the cow&#8217;s heartbeats compared to whale&#8217;s=65\u00f76=10.8 times=rounding to a nearest whole number 11(approx)<\/p>\n<p>Question 18.<br \/>\nMartha had 154 stamps and her sister had 248 stamps. They combined their collections and put the stamps in an album. If they want to put 8 stamps on each page, about how many pages would they need?<br \/>\nabout ______ times<\/p>\n<p>Answer: 50.25 pages<\/p>\n<p>Explanation:<br \/>\nNumber of stamps Martha has= 154<br \/>\nNumber of stamps Martha&#8217;s sister has= 248<br \/>\nThe total number of stamps they have= 154+248=402<br \/>\nNumber of stamps on each page= 8<br \/>\nNumber of pages= 402\u00f78= 50.25 pages= 51 (approx)<\/p>\n<p>Question 19.<br \/>\nJamie and his two brothers divided a package of 125 toy cars equally. About how many cars did each of them receive?<br \/>\nabout ______ times<\/p>\n<p>Answer: 41.67<\/p>\n<p>Explanation:<br \/>\nNumber of toys Jamie has= 125 toy cars<br \/>\nNumber of toys Jamie and his two brothers divide= 125\u00f73= 41.67<\/p>\n<p>Question 20.<br \/>\nHarold and his brother collected 2,019 cans over a 1-year period. Each boy collected the same number of cans. About how many cans did each boy collect? Explain how you found your answer.<br \/>\nabout ______ times<\/p>\n<p>Answer: 1,010<\/p>\n<p>Explanation:<br \/>\nNumber of cans Harold and his brother collected = 2,019 cans<br \/>\nNumber of cans each boy collected = 2,019\u00f72= 1,009.5 cans = 1,010 cans(approx)<\/p>\n<h3><a id=\"Page_No_224\"><\/a>Page No. 224<\/h3>\n<p>Question 21.<br \/>\nCause and Effect<br \/>\nThe reading skill cause and effect can help you understand how one detail in a problem is related to another detail.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-10.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 10\" width=\"280\" height=\"294\" \/><br \/>\nChet wants to buy a new bike that costs $276. Chet mows his neighbor\u2019s lawn for $15 each week. Since Chet does not have money saved, he needs to decide which layaway plan he can afford to buy the new bike.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-11.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 11\" width=\"441\" height=\"106\" \/><br \/>\nWhich plan should Chet choose?<br \/>\n3-month layaway:<br \/>\n$276 \u00f7 3<br \/>\nEstimate.<br \/>\n$270 \u00f7 3 ______<br \/>\n6-month layaway:<br \/>\n$276 \u00f7 6<br \/>\nEstimate.<br \/>\n$300 \u00f7 6 _____<br \/>\nChet earns $15 each week. Since there are usually 4 weeks in a month, multiply to see which payment he can afford.<br \/>\n$15 \u00d7 4 = _______<br \/>\nSo, Chet can afford the ______ layaway plan.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: Chet can afford the 3-months layaway plan.<\/p>\n<p>Explanation:<br \/>\nWhat number close to $276\u00a0 is easy to divide by 3?<br \/>\n$270 is close to $276. What basic fact can you use?<br \/>\n$270 \u00f7 3<br \/>\nChoose 270 because it is close to 276 and can easily be divided by 3.<br \/>\n27 \u00f7 3 = 9<br \/>\n270 \u00f7 3 = 90<br \/>\n$276 \u00f7 3 is about 90<\/p>\n<p><strong>Use estimation to solve.<\/strong><\/p>\n<p>Question 21.<br \/>\nSofia wants to buy a new bike that costs $214. Sofia helps her grandmother with chores each week for $18. Estimate to find which layaway plan Sofia should choose and why.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: 3 months<\/p>\n<p>Explanation:<br \/>\nWhat number close to $214\u00a0 is easy to divide by 3?<br \/>\n$215 is close to $214. What basic fact can you use?<br \/>\n$215 \u00f7 3<br \/>\nChoose 215 because it is close to 214 and can easily be divided by 3.<br \/>\n215 \u00f7 3 = 71.6=72 (approx)<br \/>\n$214 \u00f7 3 is about 72<\/p>\n<p>Question 22.<br \/>\nDescribe a situation when you have used cause and effect to help you solve a math problem.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: To buy a bike<\/p>\n<p>Explanation:<br \/>\n3-month layaway:<br \/>\n$276 \u00f7 3<br \/>\nEstimate.<br \/>\n$270 \u00f7 3 ______<br \/>\n6-month layaway:<br \/>\n$276 \u00f7 6<br \/>\nEstimate.<br \/>\n$300 \u00f7 6 _____<br \/>\nChet earns $15 each week. Since there are usually 4 weeks in a month, multiply to see which payment he can afford.<br \/>\n$15 \u00d7 4 = _______<br \/>\nSo, Chet can afford the ______ layaway plan.<\/p>\n<p>The above is a profit gaining plan to buy a bike.<\/p>\n<h3><a id=\"Common_Core_Page_No_224\"><\/a>Common Core &#8211; Page No. 224<\/h3>\n<p><strong>Estimate Quotients Using Compatible Numbers<\/strong><\/p>\n<p><strong>Use compatible numbers to estimate the quotient.<\/strong><\/p>\n<p>Question 1.<br \/>\n389 \u00f7 4<br \/>\n<span style=\"text-decoration: underline;\">400 \u00f7 4 = 100<\/span><\/p>\n<p>Answer: 100<\/p>\n<p>Explanation:<br \/>\nWhat number close to 389 is easy to divide by 4?<br \/>\n400 is close to 389. What basic fact can you use?<br \/>\n400 \u00f7 4<br \/>\nChoose 400 because it is close to 389 and can easily be divided by 4.<br \/>\n40 \u00f7 4 = 10<br \/>\n400 \u00f7 4 = 100<br \/>\n389 \u00f7 4 is about 100<\/p>\n<p>Question 2.<br \/>\n358 \u00f7 3<br \/>\n_____ \u00f7 3 = _____<\/p>\n<p>Answer: 120<\/p>\n<p>Explanation:<br \/>\nWhat number close to358 is easy to divide by 3?<br \/>\n360 is close to 358. What basic fact can you use?<br \/>\n360 \u00f7 3<br \/>\nChoose 360 because it is close to 358 and can easily be divided by 3.<br \/>\n36 \u00f73 = 12<br \/>\n360 \u00f7 3 =120<br \/>\n358 \u00f7 3 is about 120<\/p>\n<p>Question 3.<br \/>\n784 \u00f7 8<br \/>\n_____ \u00f7 8 = _____<\/p>\n<p>Answer: 100<\/p>\n<p>Explanation:<br \/>\nWhat number close to 784 is easy to divide by 8?<br \/>\n800 is close to 784. What basic fact can you use?<br \/>\n800 \u00f7 8<br \/>\nChoose 800 because it is close to 784 and can easily be divided by 8.<br \/>\n80 \u00f7 8 = 10<br \/>\n800 \u00f7 8 = 100<br \/>\n784 \u00f7 8 is about 100<\/p>\n<p>Question 4.<br \/>\n179 \u00f7 9<br \/>\n_____ \u00f7 9 = _____<\/p>\n<p>Answer: 20<\/p>\n<p>Explanation:<br \/>\nWhat number close to 179 is easy to divide by 9?<br \/>\n180 is close to 179. What basic fact can you use?<br \/>\n180 \u00f7 9<br \/>\nChoose 180 because it is close to 179 and can easily be divided by 9.<br \/>\n18 \u00f7 9 = 2<br \/>\n180 \u00f7 9 = 20<br \/>\n179 \u00f7 9 is about 20<\/p>\n<p>Question 5.<br \/>\n315 \u00f7 8<br \/>\n_____ \u00f7 8 = _____<\/p>\n<p>Answer: 40<\/p>\n<p>Explanation:<br \/>\nWhat number close to 315 is easy to divide by 8?<br \/>\n320 is close to 315. What basic fact can you use?<br \/>\n320 \u00f7 8<br \/>\nChoose 320 because it is close to 315 and can easily be divided by 8.<br \/>\n32 \u00f7 8 = 4<br \/>\n320 \u00f7 8 =40<br \/>\n315 \u00f7 8 is about 40<\/p>\n<p>Question 6.<br \/>\n2,116 \u00f7 7<br \/>\n_____ \u00f7 7 = _____<\/p>\n<p>Answer: 300<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,116 is easy to divide by 7?<br \/>\n2,100 is close to 2,116. What basic fact can you use?<br \/>\n2,100 \u00f7 7<br \/>\nChoose 2,100 because it is close to 2,116 and can easily be divided by 7.<br \/>\n21 \u00f7 7= 3<br \/>\n2,100 \u00f7 7 = 300<br \/>\n2,116 \u00f7 7 is about 300<\/p>\n<p>Question 7.<br \/>\n4,156 \u00f7 7<br \/>\n_____ \u00f7 7 = _____<\/p>\n<p>Answer: 600<\/p>\n<p>Explanation:<br \/>\nWhat number close to 4,156 is easy to divide by 7?<br \/>\n4,200 is close to 4,156. What basic fact can you use?<br \/>\n4,200 \u00f77<br \/>\nChoose 4,200 because it is close to 4,156 and can easily be divided by 7.<br \/>\n42 \u00f7 7 = 6<br \/>\n4,200 \u00f7 7 = 600<br \/>\n4,156 \u00f7 7 is about 600<\/p>\n<p>Question 8.<br \/>\n474 \u00f7 9<br \/>\n_____ \u00f7 9 = _____<\/p>\n<p>Answer: 50<\/p>\n<p>Explanation:<br \/>\nWhat number close to 474 is easy to divide by 9?<br \/>\n450 is close to 474. What basic fact can you use?<br \/>\n450 \u00f7 9<br \/>\nChoose 450 because it is close to 474 and can easily be divided by 9.<br \/>\n45 \u00f7 9 = 5<br \/>\n450 \u00f7 9 = 50<br \/>\n474 \u00f7 9 is about 50<\/p>\n<p><strong>Use compatible numbers to find two estimates that the quotient is between.<\/strong><\/p>\n<p>Question 9.<br \/>\n1,624 \u00f7 3<br \/>\n_____ \u00f7 3 = _____<br \/>\n_____ \u00f7 3 = _____<\/p>\n<p>Answer: The quotient is between 500 and 600<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,624 is easy to divide by 3?<br \/>\n1,500 is close to 1,624. What basic fact can you use?<br \/>\n1,500 \u00f7 3<br \/>\nChoose 1,500 because it is close to 1,624 and can easily be divided by 3.<br \/>\n15 \u00f7 3 = 5<br \/>\n1,500 \u00f7 3 = 500<br \/>\n1,624 \u00f7 3 is about 500<\/p>\n<p>What number close to 1,624 is easy to divide by 3?<br \/>\n1,800 is close to 1,624. What basic fact can you use?<br \/>\n1,800 \u00f7 3<br \/>\nChoose 1,800 because it is close to 1,624 and can easily be divided by 3.<br \/>\n18 \u00f7 3 = 6<br \/>\n1,800 \u00f7 3 = 600<br \/>\n1,624 \u00f7 3 is about 600<\/p>\n<p>Question 10.<br \/>\n2,593 \u00f7 6<br \/>\n_____ \u00f7 6 = _____<br \/>\n_____ \u00f7 6 = _____<\/p>\n<p>Answer: The quotient is between 400 and 500<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,593 is easy to divide by 6?<br \/>\n2,400 is close to 2,593. What basic fact can you use?<br \/>\n2,400 \u00f7 6<br \/>\nChoose 2,400 because it is close to 2,593 and can easily be divided by 6.<br \/>\n24 \u00f7 6 = 4<br \/>\n2,400 \u00f7 6 = 400<br \/>\n2,593 \u00f7 6 is about 400<\/p>\n<p>What number close to 2,593 is easy to divide by 6?<br \/>\n3,000 is close to 2,593. What basic fact can you use?<br \/>\n3000 \u00f7 6<br \/>\nChoose 3,000 because it is close to 2,593 and can easily be divided by 6.<br \/>\n30 \u00f7 6 = 5<br \/>\n3,000 \u00f7 6 = 500<br \/>\n2,593 \u00f7 6 is about 500<\/p>\n<p>Question 11.<br \/>\n1,045 \u00f7 2<br \/>\n_____ \u00f7 2 = _____<br \/>\n_____ \u00f7 2 = _____<\/p>\n<p>Answer: The quotient is between 520 and 525<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,045 is easy to divide by 2?<br \/>\n1,040 is close to 1,045. What basic fact can you use?<br \/>\n1,040 \u00f7 2<br \/>\nChoose 1,040 because it is close to 1,045 and can easily be divided by 2.<br \/>\n1,04 \u00f7 2 = 52<br \/>\n1,040 \u00f7 2 = 520<br \/>\n1,045 \u00f7 2 is about 520<\/p>\n<p>What number close to 1,045 is easy to divide by 2?<br \/>\n1,050 is close to 1,045. What basic fact can you use?<br \/>\n1,050 \u00f7 2<br \/>\nChoose 1,050 because it is close to 1,045 and can easily be divided by 2.<br \/>\n1,050 \u00f7 2 = 525<br \/>\n1,045 \u00f7 2 is about 525<\/p>\n<p>Question 12.<br \/>\n1,754 \u00f7 9<br \/>\n_____ \u00f7 9 = _____<br \/>\n_____ \u00f7 9 = _____<\/p>\n<p>Answer: The quotient is between 195 and 200<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,754 is easy to divide by 9?<br \/>\n1,755 is close to 1,754. What basic fact can you use?<br \/>\n1,755 \u00f7 9<br \/>\nChoose 1,755 because it is close to 1,754 and can easily be divided by 9.<br \/>\n1,755 \u00f7 9 = 195<br \/>\n1,754 \u00f7 9 is about 195<\/p>\n<p>What number close to 1,754 is easy to divide by 9?<br \/>\n1,800 is close to 1,754. What basic fact can you use?<br \/>\n1,800 \u00f7 9<br \/>\nChoose 1,800 because it is close to 1,754 and can easily be divided by 9.<br \/>\n18 \u00f7 9 = 2<br \/>\n1,800 \u00f7 9 = 200<br \/>\n1,754 \u00f7 9 is about 200<\/p>\n<p>Question 13.<br \/>\n2,363 \u00f7 8<br \/>\n_____ \u00f7 8 = _____<br \/>\n_____ \u00f7 8 = _____<\/p>\n<p>Answer: The quotient is between 295 and 300<\/p>\n<p>Explanation:<br \/>\nWhat number close to 2,363 is easy to divide by 8?<br \/>\n2,360 is close to 2,363. What basic fact can you use?<br \/>\n2,360 \u00f7 8<br \/>\nChoose 2,360 because it is close to 2,363 and can easily be divided by 8.<br \/>\n2,360 \u00f7 8 = 295<br \/>\n2,363 \u00f7 8 is about 295<\/p>\n<p>What number close to 2,363 is easy to divide by 8?<br \/>\n2,400 is close to 2,363. What basic fact can you use?<br \/>\n2,400 \u00f7 8<br \/>\nChoose 2,400 because it is close to 2,363 and can easily be divided by 8.<br \/>\n24 \u00f7 8 = 3<br \/>\n2,400 \u00f7 8= 300<br \/>\n2,363 \u00f7 8 is about 300<\/p>\n<p>Question 14.<br \/>\n1,649 \u00f7 5<br \/>\n_____ \u00f7 5 = _____<br \/>\n_____ \u00f7 5 = _____<\/p>\n<p>Answer: The quotient is between 329 and 330<\/p>\n<p>Explanation:<br \/>\nWhat number close to 1,649 is easy to divide by 5?<br \/>\n1,645 is close to 1,649. What basic fact can you use?<br \/>\n1,645 \u00f7 5<br \/>\nChoose 1,645 because it is close to 1,649 and can easily be divided by 5.<br \/>\n1,645 \u00f7 5 = 329<br \/>\n1,649 \u00f7 5 is about 329<\/p>\n<p>What number close to 1,650 is easy to divide by 5?<br \/>\n1,650 is close to 1,649. What basic fact can you use?<br \/>\n1,650 \u00f7 5<br \/>\nChoose 1,650 because it is close to 1,649 and can easily be divided by 5.<br \/>\n1,650 \u00f7 5 = 330<br \/>\n1,649 \u00f7 5 is about 330<\/p>\n<p>Question 15.<br \/>\n5,535 \u00f7 7<br \/>\n_____ \u00f7 7 = _____<br \/>\n_____ \u00f7 7 = _____<\/p>\n<p>Answer: The quotient is between 790 and 791<\/p>\n<p>Explanation:<br \/>\nWhat number close to 5,535 is easy to divide by 7?<br \/>\n5,530 is close to 5,535. What basic fact can you use?<br \/>\n5,530 \u00f7 7<br \/>\nChoose 5,530 because it is close to 5,535 and can easily be divided by 7.<br \/>\n553 \u00f7 7 = 79<br \/>\n5,530 \u00f7 7 = 790<br \/>\n5,535 \u00f7 7 is about 790<\/p>\n<p>What number close to 5,535 is easy to divide by 7?<br \/>\n5,537 is close to 5,535. What basic fact can you use?<br \/>\n5,537 \u00f7 7<br \/>\nChoose 5,537 because it is close to 5,535 and can easily be divided by 7.<br \/>\n553 \u00f7 7 = 79<br \/>\n5,537 \u00f7 7 = 791<br \/>\n5,535 \u00f7 7 is about 791<\/p>\n<p>Question 16.<br \/>\n3,640 \u00f7 6<br \/>\n_____ \u00f7 6 = _____<br \/>\n_____ \u00f7 6 = _____<\/p>\n<p>Answer: The quotient is between 606 and 607<\/p>\n<p>Explanation:<br \/>\nWhat number close to 3,640 is easy to divide by 6?<br \/>\n3,636 is close to 3,640. What basic fact can you use?<br \/>\n3,636 \u00f7 6<br \/>\nChoose 3,636 because it is close to 3,640 and can easily be divided by 6.<br \/>\n36 \u00f7 6 = 6<br \/>\n3,636 \u00f7 6 = 606<br \/>\n3,640 \u00f7 6 is about 606<\/p>\n<p>What number close to 3,640 is easy to divide by 6?<br \/>\n3,642 is close to 3,640. What basic fact can you use?<br \/>\n3,642 \u00f7 6<br \/>\nChoose 3,642 because it is close to 3,640 and can easily be divided by 6.<br \/>\n3,642 \u00f7 6 = 607<br \/>\n3,640 \u00f7 6 is about 607<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 17.<br \/>\nA CD store sold 3,467 CDs in 7 days. About the same number of CDs were sold each day. About how many CDs did the store sell each day?<br \/>\nabout _____ CDs<\/p>\n<p>Answer: 495(approx)<\/p>\n<p>Explanation:<br \/>\nTotal number of CDs in the store= 3,467<br \/>\nNumber of days= 7<br \/>\nNumber of CDs sold on one day= 3,467 \u00f7 7=495(approx)<\/p>\n<p>Question 18.<br \/>\nMarcus has 731 books. He puts about the same number of books on each of 9 shelves in his a bookcase. About how many books are on each shelf?<br \/>\nabout _____ books<\/p>\n<p>Answer: 81 books(approx)<\/p>\n<p>Explanation:<br \/>\nTotal number of books Marcus has= 731<br \/>\nNumber of shelves= 9<br \/>\nNumber of books on each shelf= 731\u00f79= 81 (approx)<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_226\"><\/a>Common Core &#8211; Page No. 226<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nJamal is planting seeds for a garden nursery. He plants 9 seeds in each container. If Jamal has 296 seeds to plant, about how many containers will he use?<br \/>\nOptions:<br \/>\na. about 20<br \/>\nb. about 30<br \/>\nc. about 200<br \/>\nd. about 300<\/p>\n<p>Answer: b. about 30<\/p>\n<p>Explanation:<br \/>\nTotal number of seeds Jamal has= 296<br \/>\nNumber of seeds placed in each container= 9<br \/>\nNumber of containers Jamal used= 296\u00f79= 32.8=33 (approx)<br \/>\nTherefore, the number of containers used is about 30<\/p>\n<p>Question 2.<br \/>\nWinona purchased a set of vintage beads. There are 2,140 beads in the set. If she uses the beads to make bracelets that have 7 beads each, about how many bracelets can she make?<br \/>\nOptions:<br \/>\na. about 30<br \/>\nb. about 140<br \/>\nc. about 300<br \/>\nd. about 14,000<\/p>\n<p>Answer: c. about 300<\/p>\n<p>Explanation:<br \/>\nTotal number of beads Winona has= 2,140<br \/>\nNumber of beads in each bracelet= 7<br \/>\nNumber of bracelets made= 2,140\u00f77=305.7=306(approx)<br \/>\nTherefore, the number of bracelets made are about 30<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nA train traveled 360 miles in 6 hours. How many miles per hour did the train travel?<br \/>\nOptions:<br \/>\na. 60 miles per hour<br \/>\nb. 66 miles per hour<br \/>\nc. 70 miles per hour<br \/>\nd. 600 miles per hour<\/p>\n<p>Answer: a. 60 miles per hour<\/p>\n<p>Explanation:<br \/>\nTotal number of miles travelled by the train= 360<br \/>\nTime taken by the train to cover 360 miles= 6 hours<br \/>\nNumber of miles travelled in each hour= 360\u00f76=60 miles<\/p>\n<p>Question 4.<br \/>\nAn orchard has 12 rows of pear trees. Each row has 15 pear trees. How many pear trees are there in the orchard?<br \/>\nOptions:<br \/>\na. 170<br \/>\nb. 180<br \/>\nc. 185<br \/>\nd. 190<\/p>\n<p>Answer: b. 180<\/p>\n<p>Explanation:<br \/>\nNumber of rows of pear trees in an orchard= 12<br \/>\nNumber of pear trees in each row=15<br \/>\nTotal number of pear trees in the orchard= 12 x 15=180<\/p>\n<p>Question 5.<br \/>\nMegan rounded 366,458 to 370,000. To which place did Megan round the number?<br \/>\nOptions:<br \/>\na. hundred thousand<br \/>\nb. ten thousand<br \/>\nc. thousands<br \/>\nd. hundreds<\/p>\n<p>Answer: b. ten thousand<\/p>\n<p>Explanation:<br \/>\nThe given number is 366,458, the ten thousand place digit has 6 which while rounding off should be changed to the next consecutive number and the digits in the other places should be written as zeroes.<\/p>\n<p>Question 6.<br \/>\nMr. Jessup, an airline pilot, flies 1,350 miles a day. How many miles will he fly in 8 days?<br \/>\nOptions:<br \/>\na. 1,358 miles<br \/>\nb. 8,400 miles<br \/>\nc. 10,800 miles<br \/>\nd. 13,508 miles<\/p>\n<p>Answer: c. 10,800 miles<\/p>\n<p>Explanation:<br \/>\nNumber of miles flew by Mr.Jessup in one day= 1,350 miles<br \/>\nNumber of days=8<br \/>\nTotal number of miles flew by Mr.Jessup in 8 days= 1,350 x 8= 10,800 miles<\/p>\n<h3><a id=\"Model_the_division_on_the_grid_Page_No_229\"><\/a>Page No. 229<\/h3>\n<p><strong>Model the division on the grid.<\/strong><\/p>\n<p>Question 1.<br \/>\n26 \u00f7 2 = (\u25a1 \u00f7 2) + (\u25a1 \u00f7 2)<br \/>\n= \u25a1 + \u25a1<br \/>\n= \u25a1<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-12.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 12\" width=\"265\" height=\"78\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 26 \u00f7 2 = (20 \u00f7 2) + (6 \u00f7 2)<br \/>\n= 10 + 3<br \/>\n= 13<\/p>\n<p>Explanation:<br \/>\nA. Outline a rectangle on a grid to model 26 \u00f7 2. Shade columns of 2 until you have 26 squares.<br \/>\nHow many groups of 2 can you make?<br \/>\nB. Think of 26 as 20 + 6. Break apart the model into two rectangles to show (20 + 6 ) \u00f7 2. Label and shade the smaller rectangles. Use two different colours.<br \/>\nC. Each rectangle models a division.<br \/>\n26 \u00f7 2 = (20\u00f7 2 ) + (6\u00f7 2)<br \/>\n= 10+ 3<br \/>\n= 13<\/p>\n<p>Question 2.<br \/>\n45 \u00f7 3 = (\u25a1 \u00f7 3) + (\u25a1 \u00f7 3)<br \/>\n= \u25a1 + \u25a1<br \/>\n= \u25a1<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-13.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 13\" width=\"316\" height=\"94\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 45 \u00f7 3 = (15 \u00f7 3) + (30 \u00f7 3)<br \/>\n= 5 + 10<br \/>\n= 15<\/p>\n<p>Explanation:<br \/>\nA. Outline a rectangle on a grid to model 45 \u00f7 3.<br \/>\nShade columns of 3 until you have 45 squares.<br \/>\nHow many groups of 3 can you make? _<br \/>\nB. Think of 45 as 15 + 30. Break apart the model into two rectangles to show (15 + 30 ) \u00f7 3. Label and shade the smaller rectangles. Use two different colours.<br \/>\nC. Each rectangle models a division.<br \/>\n45 \u00f7 3 = (15\u00f7 3 ) + (30\u00f7 3 )<br \/>\n= 5 + 10<br \/>\n= 15<\/p>\n<p><strong>Find the quotient.<\/strong><\/p>\n<p>Question 3.<br \/>\n82 \u00f7 2 = (\u25a1 \u00f7 2) + (\u25a1 \u00f7 2)<br \/>\n= \u25a1 + \u25a1<br \/>\n= \u25a1<br \/>\n______<\/p>\n<p>Answer: 82 \u00f7 2 = (80 \u00f7 2) + ( 2\u00f7 2)<br \/>\n= 40 + 1<br \/>\n= 41<\/p>\n<p>Explanation:<br \/>\nA. Outline a rectangle on a grid to model 82 \u00f7 2. Shade columns of 2 until you have 80 squares.<br \/>\nHow many groups of 2 can you make?<br \/>\nB. Think of 82 as 80 + 2. Break apart the model into two rectangles to show (80 + 2 ) \u00f7 2. Label and shade the smaller rectangles. Use two different colors.<br \/>\nC. Each rectangle models a division.<br \/>\n82 \u00f7 2 = (80 \u00f7 2 ) + (2\u00f7 2)<br \/>\n= 40 + 1<br \/>\n= 41<\/p>\n<p>Question 4.<br \/>\n208 \u00f7 4 = (\u25a1 \u00f7 4) + (\u25a1 \u00f7 4)<br \/>\n= \u25a1 + \u25a1<br \/>\n= \u25a1<br \/>\n______<\/p>\n<p>Answer: 208 \u00f7 4 = (200 \u00f7 4) + (8 \u00f7 4)<br \/>\n= 50 + 4<br \/>\n= 54<\/p>\n<p>Explanation:<br \/>\nA. Outline another model to show 208 \u00f7 4.<br \/>\nHow many groups of 4 can you make?<br \/>\nB. Think of 208 as 200 + 8. Break apart the model, label, and shade to show two divisions.<br \/>\n208 \u00f7 4 = (200 \u00f7 4 ) + (8 \u00f7 4 )<br \/>\n= 50 + 4<br \/>\n= 54<\/p>\n<p><strong>Use base-ten blocks to model the quotient.<\/strong><br \/>\n<strong>Then record the quotient.<\/strong><\/p>\n<p>Question 5.<br \/>\n88 \u00f7 4 = ______<\/p>\n<p>Answer: 22<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4592\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/nrtdh-300x180.png\" alt=\"\" width=\"300\" height=\"180\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nrtdh-300x180.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nrtdh.png 443w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nA. Outline another model to show 88 \u00f7 4.<br \/>\nHow many groups of 4 can you make?<br \/>\nB. Think of 88 as 80 + 8. Break apart the model, label, and shade to show two divisions.<br \/>\n88 \u00f7 4 = (80 \u00f7 4 ) + (8 \u00f7 4 )<br \/>\n= 40 + 4<br \/>\n= 44<\/p>\n<p>Question 6.<br \/>\n36 \u00f7 3 = ______<\/p>\n<p>Answer: 12<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4609\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/msdf-300x64.png\" alt=\"\" width=\"300\" height=\"64\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/msdf-300x64.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/msdf.png 429w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nA. Outline a rectangle on a grid to model 36 \u00f7 3.<br \/>\nShade columns of 3 until you have 36 squares.<br \/>\nHow many groups of 3 can you make? _<br \/>\nB. Think of 36 as 6 + 30. Break apart the model into two rectangles to show (6 + 30 ) \u00f7 3. Label and shade the smaller rectangles. Use two different colours.<br \/>\nC. Each rectangle models a division.<br \/>\n36 \u00f7 3 = (30\u00f7 3 ) + (6\u00f7 3 )<br \/>\n= 10 + 2<br \/>\n= 12<\/p>\n<p>Question 7.<br \/>\n186 \u00f7 6 = ______<\/p>\n<p>Answer: 31<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4637\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/sfrd-295x300.png\" alt=\"\" width=\"295\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/sfrd-295x300.png 295w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/sfrd.png 434w\" sizes=\"(max-width: 295px) 100vw, 295px\" \/><br \/>\nA. Outline a rectangle on a grid to model 186 \u00f7 6.<br \/>\nShade columns of 18 until you have 180 squares.<br \/>\nHow many groups of 6 can you make? _<br \/>\nB. Think of 186 as 6 + 180. Break apart the model into two rectangles to show (6 + 180 ) \u00f7 6. Label and shade the smaller rectangles. Use two different colours.<br \/>\nC. Each rectangle models a division.<br \/>\n186 \u00f7 6 = (180\u00f7 6 ) + (6\u00f7 6 )<br \/>\n= 30 + 1<br \/>\n= 31<\/p>\n<p>Question 8.<br \/>\nExplain how you can model finding quotients using the Distributive Property.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: We can use the Distributive Property to break apart numbers to<br \/>\nmake them easier to divide.<\/p>\n<p>Explanation:<br \/>\n50<br \/>\nThe Distributive Property of division says that dividing a sum by<br \/>\na number is the same as dividing each addend by the number<br \/>\nand then adding the quotients.<\/p>\n<p>Question 9.<br \/>\nJustin earned $50 mowing lawns and $34 washing cars. He wants to divide his money into 3 equal accounts. How much will he put in each account? Explain.<br \/>\n$ ______<\/p>\n<p>Answer: $28<\/p>\n<p>Explanation:<br \/>\nThe amount earned by Justin on mowing lawns=$50<br \/>\nThe amount earned by Justin on washing cars=$34<br \/>\nTotal amount earned=$50 + $34= $84<br \/>\nNumber of parts into which he wanted to divide the amount he earned= 3<br \/>\nThe amount put in each account= $84 \u00f7 3 = $28<\/p>\n<h3><a id=\"Page_No_230\"><\/a>Page No. 230<\/h3>\n<p>Question 10.<br \/>\nChristelle went to a gift shop. The shop sells candles in a variety of sizes and colors. The picture shows a display of candles. Write a problem that can be solved using the picture.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-14.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 14\" width=\"339\" height=\"207\" \/><br \/>\nPose a problem.\u00a0 \u00a0 \u00a0 Solve your problem<\/p>\n<p>Answer:<br \/>\nQuestion: How many candles are there in the gift shop?<\/p>\n<p>Explanation:<br \/>\nCount the number of candles in the rows and columns and then multiply them, by this we can find out the total number of candles in the gift shop.<\/p>\n<p>Describe how you could change the problem by changing the number of rows of candles. Then solve the problem.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: There will be no change in the solution by changing the number of rows of candles.<\/p>\n<p>Explanation:<br \/>\nBy changing the number of rows of candles the number of columns increase but there will be no change in the total number of candles.<\/p>\n<p>Question 11.<br \/>\nFor 11a\u201311d, choose Yes or No to indicate if the expression shows a way to break apart the dividend to find the quotient 147 \u00f7 7.<br \/>\na. (135 \u00f7 7) + (10 \u00f7 7)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\nBecause 137+10 is not equal to 147<\/p>\n<p>Question 11.<br \/>\nb. (147 \u00f7 3) + (147 \u00f7 4)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\nBecause according to the distributive property we need to divide the dividend into two parts, but not the divisor.<\/p>\n<p>Question 11.<br \/>\nc. (140 \u00f7 7) + (7 \u00f7 7)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n147 \u00f7 7<br \/>\nSTEP1 Find the nearest estimates of the number 147<br \/>\nSTEP2 We can break the number 147 into 140 + 7<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (140 \u00f7 7) + (7 \u00f7 7)<br \/>\nSTEP5 Add quotients of the above 20 +1= 21<\/p>\n<p>Question 11.<br \/>\nd. (70 \u00f7 7) + (77 \u00f7 7)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n147 \u00f7 7<br \/>\nSTEP1 Find the nearest estimates of the number 147<br \/>\nSTEP2 We can break the number 147 into 70 + 77<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (70 \u00f7 7) + (77 \u00f7 7)<br \/>\nSTEP5 Add quotients of the above 10 +11= 21<\/p>\n<h3><a id=\"Common_Core_Page_No_231\"><\/a>Common Core &#8211; Page No. 231<\/h3>\n<p><strong>Division and the Distributive Property<\/strong><\/p>\n<p><strong>Find the quotient.<\/strong><\/p>\n<p>Question 1.<br \/>\n54 \u00f7 3 = (<span style=\"text-decoration: underline;\">30<\/span> \u00f7 3) + (<span style=\"text-decoration: underline;\">24<\/span> \u00f7 3)<br \/>\n= <span style=\"text-decoration: underline;\">10<\/span> + <span style=\"text-decoration: underline;\">8<\/span><br \/>\n= <span style=\"text-decoration: underline;\">18<\/span><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-15.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 15\" width=\"415\" height=\"115\" \/><\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\n54 \u00f7 3<br \/>\nSTEP1 Find the nearest estimates of the number 54<br \/>\nSTEP2 We can break the number 54 into 30 + 24<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (30 \u00f7 3) + (24\u00f7 3)<br \/>\nSTEP5 Add quotients of the above 10 +8= 18<\/p>\n<p>Question 2.<br \/>\n81 \u00f7 3 = ______<\/p>\n<p>Answer: 27<\/p>\n<p>Explanation:<br \/>\n81 \u00f7 3<br \/>\nSTEP1 Find the nearest estimates of the number 81<br \/>\nSTEP2 We can break the number 81 into 21 + 60<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (60 \u00f7 3) + (21 \u00f7 3)<br \/>\nSTEP5 Add quotients of the above 20 +7= 27<\/p>\n<p>Question 3.<br \/>\n232 \u00f7 4 = ______<\/p>\n<p>Answer: 58<\/p>\n<p>Explanation:<br \/>\n232 \u00f7 4<br \/>\nSTEP1 Find the nearest estimates of the number 232<br \/>\nSTEP2 We can break the number 232 into 200 + 32<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (200 \u00f7 4) + (32 \u00f7 4)<br \/>\nSTEP5 Add quotients of the above 50 +8= 58<\/p>\n<p>Question 4.<br \/>\n305 \u00f7 5 = ______<\/p>\n<p>Answer: 61<\/p>\n<p>Explanation:<br \/>\n305 \u00f7 5<br \/>\nSTEP1 Find the nearest estimates of the number 305<br \/>\nSTEP2 We can break the number 305 into 300 + 5<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (300 \u00f7 5) + (5 \u00f7 5)<br \/>\nSTEP5 Add quotients of the above 60 +1= 61<\/p>\n<p>Question 5.<br \/>\n246 \u00f7 6 = ______<\/p>\n<p>Answer: 41<\/p>\n<p>Explanation:<br \/>\n246 \u00f7 6<br \/>\nSTEP1 Find the nearest estimates of the number 246<br \/>\nSTEP2 We can break the number 246 into 240 + 6<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (240 \u00f7 6) + (6 \u00f7 6)<br \/>\nSTEP5 Add quotients of the above 40 +1= 41<\/p>\n<p>Question 6.<br \/>\n69 \u00f7 3 = ______<\/p>\n<p>Answer: 23<\/p>\n<p>Explanation:<br \/>\n69 \u00f7 3<br \/>\nSTEP1 Find the nearest estimates of the number 69<br \/>\nSTEP2 We can break the number 69 into 60 + 9<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (60 \u00f7 3) + (9 \u00f7 3)<br \/>\nSTEP5 Add quotients of the above 20 +3= 23<\/p>\n<p>Question 7.<br \/>\n477 \u00f7 9 = ______<\/p>\n<p>Answer: 53<\/p>\n<p>Explanation:<br \/>\n477 \u00f7 9<br \/>\nSTEP1 Find the nearest estimates of the number 477<br \/>\nSTEP2 We can break the number 477 into 450 + 27<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (450 \u00f7 9) + (27 \u00f7 9)<br \/>\nSTEP5 Add quotients of the above 50 +3= 53<\/p>\n<p>Question 8.<br \/>\n224 \u00f7 7 = ______<\/p>\n<p>Answer: 32<\/p>\n<p>Explanation:<br \/>\n224 \u00f7 7<br \/>\nSTEP1 Find the nearest estimates of the number 224<br \/>\nSTEP2 We can break the number 224 into 210 + 14<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (210 \u00f7 7) + (14 \u00f7 7)<br \/>\nSTEP5 Add quotients of the above 30 +2= 32<\/p>\n<p>Question 9.<br \/>\n72 \u00f7 4 = ______<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\n72 \u00f7 4<br \/>\nSTEP1 Find the nearest estimates of the number 72<br \/>\nSTEP2 We can break the number 72 into 40 + 32<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (40 \u00f7 4) + (32 \u00f7 4)<br \/>\nSTEP5 Add quotients of the above 10 +8= 18<\/p>\n<p>Question 10.<br \/>\n315 \u00f7 3 = ______<\/p>\n<p>Answer: 105<\/p>\n<p>Explanation:<br \/>\n315 \u00f7 3<br \/>\nSTEP1 Find the nearest estimates of the number 315<br \/>\nSTEP2 We can break the number 315 into 300 + 15<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (300 \u00f7 3) + (15 \u00f73)<br \/>\nSTEP5 Add quotients of the above 100 +5= 105<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 11.<br \/>\nCecily picked 219 apples. She divided the apples equally into 3 baskets. How many apples are in each basket?<br \/>\n______ apples<\/p>\n<p>Answer: 73 apples<\/p>\n<p>Explanation:<br \/>\nThe total number of apples Cecily picked= 219 apples<br \/>\nNumber of parts into which she wanted to divide the apples= 3<br \/>\nNumber of apples in each part = Quotient of 147 \u00f7 7<br \/>\nSTEP1 Find the nearest estimates of the number 219<br \/>\nSTEP2 We can break the number 219 into 210 + 9<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (210 \u00f7 3) + (9 \u00f7 3)<br \/>\nSTEP5 Add quotients of the above 70 +3= 73<\/p>\n<p>Question 12.<br \/>\nJordan has 260 basketball cards. He divides them into 4 equal groups. How many cards are in each group?<br \/>\n______ cards<\/p>\n<p>Answer: 65 cards<\/p>\n<p>Explanation:<br \/>\nThe total number of basketball cards Jordan has= 260 basketball cards<br \/>\nNumber of parts into which he wanted to divide the cards= 4<br \/>\nNumber of apples in each part = Quotient of 260 \u00f7 4<br \/>\nSTEP1 Find the nearest estimates of the number 260<br \/>\nSTEP2 We can break the number 260 into 240 + 20<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (240 \u00f7 4) + (20 \u00f7 4)<br \/>\nSTEP5 Add quotients of the above 60 +5= 65<\/p>\n<p>Question 13.<br \/>\nThe Wilsons drove 324 miles in 6 hours. If they drove the same number of miles each hour, how many miles did they drive in 1 hour?<br \/>\n______ miles<\/p>\n<p>Answer: 54 miles<\/p>\n<p>Explanation:<br \/>\nThe total number of miles drove by Wilson= 324 miles<br \/>\nNumber of hours he drove = 6<br \/>\nNumber of miles drove in each hour = Quotient of 324 \u00f7 6<br \/>\nSTEP1 Find the nearest estimates of the number 324<br \/>\nSTEP2 We can break the number 324 into 300 + 24<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (300 \u00f7 6) + (24 \u00f7 6)<br \/>\nSTEP5 Add quotients of the above 50 +4= 54<\/p>\n<p>Question 14.<br \/>\nPhil has 189 stamps to put into his stamp album. He puts the same number of stamps on each of 9 pages. How many stamps does Phil put on each page?<br \/>\n______ stamps<\/p>\n<p>Answer: 21 stamps<\/p>\n<p>Explanation:<br \/>\nThe total number of stamps Phil has= 189 stamps<br \/>\nNumber of pages= 9<br \/>\nNumber of stamps put on each page\u00a0 = Quotient of 189 \u00f7 9<br \/>\nSTEP1 Find the nearest estimates of the number 189<br \/>\nSTEP2 We can break the number 189 into 180 + 9<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (180 \u00f7 9) + (9 \u00f7 9)<br \/>\nSTEP5 Add quotients of the above 20 +1= 21<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_232\"><\/a>Common Core &#8211; Page No. 232<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nA landscaping company planted 176 trees in 8 equal rows in the new park. How many trees did the company plant in each row?<br \/>\nOptions:<br \/>\na. 18<br \/>\nb. 20<br \/>\nc. 22<br \/>\nd. 24<\/p>\n<p>Answer: c. 22<\/p>\n<p>Explanation:<br \/>\nThe total number of trees in the landscaping= 176 trees<br \/>\nNumber of rows= 8<br \/>\nNumber of trees in each row = Quotient of 176 \u00f7 8<br \/>\nSTEP1 Find the nearest estimates of the number 176<br \/>\nSTEP2 We can break the number 176 into 160 + 16<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (160 \u00f7 8) + (16 \u00f7 8)<br \/>\nSTEP5 Add quotients of the above 20 +2= 22<\/p>\n<p>Question 2.<br \/>\nArnold can do 65 pushups in 5 minutes. How many pushups can he do in 1 minute?<br \/>\nOptions:<br \/>\na. 11<br \/>\nb. 13<br \/>\nc. 15<br \/>\nd. 17<\/p>\n<p>Answer: b. 13<\/p>\n<p>Explanation:<br \/>\nThe total number of pushups done by Arnold = 65<br \/>\nNumber of minutes spent on pushups= 5<br \/>\nNumber of pushups done in each minute = Quotient of 65 \u00f7 5<br \/>\nSTEP1 Find the nearest estimates of the number 65<br \/>\nSTEP2 We can break the number 65 into 60 + 5<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (60 \u00f7 5) + (5 \u00f7 5)<br \/>\nSTEP5 Add quotients of the above 12 +1= 13<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nLast Saturday, there were 1,486 people at the Cineplex. There were about the same number of people in each of the 6 theaters. Which is the best estimate of the number of people in each theater?<br \/>\nOptions:<br \/>\na. between 20 and 30<br \/>\nb. between 80 and 90<br \/>\nc. between 100 and 200<br \/>\nd. between 200 and 300<\/p>\n<p>Answer: d. between 200 and 300<\/p>\n<p>Explanation:<br \/>\nTotal number of people at the Cineplex= 1,486 people<br \/>\nNumber of theatres =\u00a0 6<br \/>\nNumber of people at each theatre= estimate of the number of people 1,486 \u00f7 6<\/p>\n<p>What number close to 1,486 is easy to divide by 6?<br \/>\n1,488 is close to 1,486. What basic fact can you use?<br \/>\n1,488 \u00f7 6<br \/>\nChoose 1,488 because it is close to 1,486 and can easily be divided by 6.<br \/>\n1,488 \u00f7 6 = 248<br \/>\n1,486 \u00f7 6 is about 248<\/p>\n<p>What number close to 1,486 is easy to divide by 6?<br \/>\n1,482 is close to 1,486 . What basic fact can you use?<br \/>\n1,482 \u00f7 6<br \/>\nChoose 1,482 because it is close to 1,486 and can easily be divided by 6.<br \/>\n1,482 \u00f7 6 = 247<br \/>\n1,486 \u00f7 6 is about 247<\/p>\n<p>Question 4.<br \/>\nNancy walked 50 minutes each day for 4 days last week. Gillian walked 35 minutes each day for 6 days last week. Which statement is true?<br \/>\nOptions:<br \/>\na. Gillian walked 10 minutes more than Nancy.<br \/>\nb. Gillian walked 20 minutes more than Nancy.<br \/>\nc. Nancy walked 10 minutes more than Gillian.<br \/>\nd. Nancy walked 15 minutes more than Gillian.<\/p>\n<p>Answer: d. Nancy walked 15 minutes more than Gillian.<\/p>\n<p>Explanation:<br \/>\nTime walked by Nancy= 50 minutes<br \/>\nTime walked by Gillian= 35 minutes<br \/>\nNancy walked more time compared to Gillian<br \/>\n50-35=15 minutes<br \/>\nTherefore, \u00a0Nancy walked 15 minutes more than Gillian.<\/p>\n<p>Question 5.<br \/>\nThree boys share 28 toy cars equally. Which best describes how the cars are shared?<br \/>\nOptions:<br \/>\na. Each gets 3 cars with 1 left over.<br \/>\nb. Each gets 8 cars with 2 left over.<br \/>\nc. Each gets 9 cars with 1 left over.<br \/>\nd. Each gets 10 cars with 2 left over.<\/p>\n<p>Answer: c. Each gets 9 cars with 1 left over.<\/p>\n<p>Explanation:<br \/>\nTotal number of toys three boys have= 28<br \/>\nNumber of toys each boy got= 28 \u00f73=9.33<br \/>\nTherefore we can say that each gets 9 cars with 1 leftover.<\/p>\n<p>Question 6.<br \/>\nAn airplane flies at a speed of 474 miles per hour. How many miles does the plane fly in 5 hours?<br \/>\nOptions:<br \/>\na. 2,070 miles<br \/>\nb. 2,140 miles<br \/>\nc. 2,370 miles<br \/>\nd. 2,730 miles<\/p>\n<p>Answer: c. 2,370 miles<\/p>\n<p>Explanation:<br \/>\nNumber of miles flew by aeroplane in one hour= 474<br \/>\nNumber of hours the aeroplane flew= 5 hours<br \/>\nTotal number of miles flew in 5 hours= 474 x 5=\u00a0 2,370 miles<\/p>\n<h3><a id=\"Mid_Chapter_Checkpoint_Page_No_233\"><\/a>Page No. 233<\/h3>\n<p><strong>Choose the best term from the box to complete the sentence.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-16.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 16\" width=\"211\" height=\"177\" \/><\/p>\n<p>Question 1.<br \/>\nA number that is the product of a number and a counting number is called a _____________.<br \/>\n___________<\/p>\n<p>Answer: Multiple<\/p>\n<p>Explanation:<br \/>\n3 x 4 = 12<br \/>\nIn which 4 is a multiple and also 4 is a counting number<\/p>\n<p>Question 2.<br \/>\nNumbers that are easy to compute mentally are called _____________.<br \/>\n___________<\/p>\n<p>Answer: Compatible numbers<\/p>\n<p>Explanation:<br \/>\nCompatible numbers are pairs of numbers that are easy to add, subtract, multiply, or divide mentally. When using estimation to approximate a calculation, replace actual numbers with compatible numbers.<\/p>\n<p>Question 3.<br \/>\nWhen a number cannot be divided evenly, the amount left over is called the _____________.<br \/>\n___________<\/p>\n<p>Answer: Remainder<\/p>\n<p>Explanation:<br \/>\nWhen we divide 10 with 3 there will be 1 remaining, which is called remainder.<\/p>\n<p><strong>Divide. Draw a quick picture to help.<\/strong><\/p>\n<p>Question 4.<br \/>\n26 \u00f7 3<br \/>\n_____ R _____<\/p>\n<p>Answer: Quotient: 8 Remainder: 2<\/p>\n<p>Explanation:<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-4821\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/bhfhjkjk.png\" alt=\"\" width=\"227\" height=\"227\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/bhfhjkjk.png 227w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/bhfhjkjk-150x150.png 150w\" sizes=\"(max-width: 227px) 100vw, 227px\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/bhfhjkjk.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/bhfhjkjk.png\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/khg.png\" alt=\"\" width=\"50\" height=\"51\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/khg.png\" alt=\"\" width=\"50\" height=\"51\" \/><\/p>\n<p>Quotient:<br \/>\nA. Use 26 counters to represent the 26 dominoes. Then draw 3 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 8 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 26 \u00f7 3 = 8<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<\/p>\n<p>Question 5.<br \/>\n19 \u00f7 4<br \/>\n_____ R _____<\/p>\n<p>Answer: Quotient: 4 Remainder: 3<\/p>\n<p>Explanation:<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-full wp-image-4824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hghfg.png\" alt=\"\" width=\"225\" height=\"191\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hghfg.png\" alt=\"\" width=\"225\" height=\"191\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hghfg.png\" alt=\"\" width=\"225\" height=\"191\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4824\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hghfg.png\" alt=\"\" width=\"225\" height=\"191\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/khg.png\" alt=\"\" width=\"50\" height=\"51\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/khg.png\" alt=\"\" width=\"50\" height=\"51\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-4822\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/khg.png\" alt=\"\" width=\"50\" height=\"51\" \/><\/p>\n<p>Quotient:<br \/>\nA. Use 19 counters to represent the 19 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of circles filled= quotient of 19 \u00f7 4 = 4<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p><strong>Use basic facts and place value to find the quotient.<\/strong><\/p>\n<p>Question 6.<br \/>\n810 \u00f7 9 = _____<\/p>\n<p>Answer: 90<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 81 \u00f7 9<br \/>\nSTEP 2 Use place value. 810 = 81 tens<br \/>\nSTEP 3 Divide. 81 tens \u00f7 9 = 9 tens<br \/>\n810 \u00f7 9 = 90<\/p>\n<p>Question 7.<br \/>\n210 \u00f7 7 = _____<\/p>\n<p>Answer: 30<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 21 \u00f7 7<br \/>\nSTEP 2 Use place value. 210 = 21 tens<br \/>\nSTEP 3 Divide. 21 tens \u00f7 7 = 3 tens<br \/>\n210 \u00f7 7 = 30<\/p>\n<p>Question 8.<br \/>\n3,000 \u00f7 6 = _____<\/p>\n<p>Answer: 500<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 30 \u00f7 6<br \/>\nSTEP 2 Use place value. 3,000 = 30 hundreds<br \/>\nSTEP 3 Divide. 30 hundreds \u00f7 6 = 5 hundreds<br \/>\n3,000 \u00f7 6 = 500<\/p>\n<p><strong>Use compatible numbers to estimate the quotient.<\/strong><\/p>\n<p>Question 9.<br \/>\n635 \u00f7 9<br \/>\nabout _____<\/p>\n<p>Answer: 70<\/p>\n<p>Explanation:<br \/>\nWhat number close to 635 is easy to divide by 9?<br \/>\n630 is close to 635. What basic fact can you use?<br \/>\n630 \u00f7 9<br \/>\nChoose 630 because it is close to 635 and can easily be divided by 9.<br \/>\n63 \u00f7 9 = 7<br \/>\n630 \u00f7 9 = 70<br \/>\n635 \u00f7 9 is about 70<\/p>\n<p>Question 10.<br \/>\n412 \u00f7 5<br \/>\nabout _____<\/p>\n<p>Answer: 82<\/p>\n<p>Explanation:<br \/>\nWhat number close to 412 is easy to divide by 5?<br \/>\n410 is close to 412. What basic fact can you use?<br \/>\n410 \u00f7 5<br \/>\nChoose 410 because it is close to 412 and can easily be divided by 5.<br \/>\n410 \u00f7 5 = 82<br \/>\n412 \u00f7 5 is about 82<\/p>\n<p>Question 11.<br \/>\n490 \u00f7 8<br \/>\nabout _____<\/p>\n<p>Answer: 60<\/p>\n<p>Explanation:<br \/>\nWhat number close to 490 is easy to divide by 8?<br \/>\n480 is close to 490. What basic fact can you use?<br \/>\n480 \u00f7 8<br \/>\nChoose 480 because it is close to 490 and can easily be divided by 8.<br \/>\n48 \u00f7 8 = 6<br \/>\n480 \u00f7 8 = 60<br \/>\n490 \u00f7 8 is about 60<\/p>\n<p><strong>Use grid paper or base-ten blocks to model the quotient.<\/strong><br \/>\n<strong>Then record the quotient.<\/strong><\/p>\n<p>Question 12.<br \/>\n63 \u00f7 3 = _____<\/p>\n<p>Answer: 21<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4825\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/nhjhgfjk-300x192.png\" alt=\"\" width=\"300\" height=\"192\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nhjhgfjk-300x192.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nhjhgfjk.png 443w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nA. Outline another model to show 63 \u00f7 3.<br \/>\nHow many groups of 3 can you make?<br \/>\nB. Think of 63 as 60 + 3. Break apart the model, label, and shade to show two divisions.<br \/>\n63 \u00f7 3 = (60 \u00f7 3 ) + (3 \u00f7 3 )<br \/>\n= 20 + 1<br \/>\n= 21<\/p>\n<p>Question 13.<br \/>\n85 \u00f7 5 = _____<\/p>\n<p>Answer: 17<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4826\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/kjjhhghg-300x188.png\" alt=\"\" width=\"300\" height=\"188\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/kjjhhghg-300x188.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/kjjhhghg.png 455w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nA. Outline another model to show 85 \u00f7 5.<br \/>\nHow many groups of 5 can you make?<br \/>\nB. Think of 85 as 80 + 5. Break apart the model, label, and shade to show two divisions.<br \/>\n85 \u00f7 5 = (80 \u00f7 5 ) + (5 \u00f7 5)<br \/>\n= 16 + 1<br \/>\n= 17<\/p>\n<p>Question 14.<br \/>\n168 \u00f7 8 = _____<\/p>\n<p>Answer:21<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4827\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jgh-300x295.png\" alt=\"\" width=\"300\" height=\"295\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jgh-300x295.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jgh.png 442w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nA. Outline another model to show 168 \u00f7 8.<br \/>\nHow many groups of 8 can you make?<br \/>\nB. Think of 168 as 160 + 8. Break apart the model, label, and shade to show two divisions.<br \/>\n168 \u00f7 8 = (160 \u00f7 8 ) + (8 \u00f7 8 )<br \/>\n= 20 + 1<br \/>\n= 21<\/p>\n<h3><a id=\"Mid_Chapter_Checkpoint_Page_No_234\"><\/a>Page No. 234<\/h3>\n<p>Question 15.<br \/>\nAna has 296 coins in her coin collection. She put the same number of coins in each of 7 jars. About how many coins are in each jar?<br \/>\nabout _____ coins<\/p>\n<p>Answer: 42<\/p>\n<p>Explanation:<br \/>\nThe total number of coins Ana has= 296 coins<br \/>\nNumber of Jars= 7<br \/>\nNumber of coins in each Jar= 296 \u00f7 7 = 42 coins<\/p>\n<p>Question 16.<br \/>\nWhich two estimates is the quotient 345 \u00f7 8 between?<br \/>\n_____ and _____<\/p>\n<p>Answer: The quotient is between 42 and 43<\/p>\n<p>Explanation:<\/p>\n<p>What number close to 345 is easy to divide by 8?<br \/>\n336 is close to 1,624. What basic fact can you use?<br \/>\n336 \u00f7 8<br \/>\nChoose 336\u00a0 because it is close to 345 and can easily be divided by 8.<br \/>\n336 \u00f7 8 = 42<br \/>\n345 \u00f7 8 is about 42<\/p>\n<p>What number close to 345 is easy to divide by 8?<br \/>\n344 is close to 345. What basic fact can you use?<br \/>\n344 \u00f7 8<br \/>\nChoose 344 because it is close to 345 and can easily be divided by 8.<br \/>\n344 \u00f7 8 = 43<br \/>\n345 \u00f7 8 is about 43<\/p>\n<p>Question 17.<br \/>\nA total of 8,644 people went to the football game. Of those people, 5,100 sat on the home side and the rest sat on the visitor\u2019s side. If the people sitting on the visitor\u2019s side filled 8 equal-sized sections, about how many people sat in each of the sections?<br \/>\nabout _____ people<\/p>\n<p>Answer: 443<\/p>\n<p>Explanation:<br \/>\nTotal number of people in the football game= 8,644<br \/>\nNumber of people who sat on the homeside= 5,100<br \/>\nNumber of people who sat on the visitor&#8217;s side= 3,544<br \/>\nNumber of equal-sized sections= 8<br \/>\nNumber of people who sat in each of the sections= 3,544 \u00f7 8= 443<\/p>\n<p>Question 18.<br \/>\nThere are 4 students on a team for a relay race. How many teams can be made from 27 students?<br \/>\n_____ teams<\/p>\n<p>Answer: 7<\/p>\n<p>Explanation:<br \/>\nThe total number of students= 27<br \/>\nNumber of students in each team= 4<br \/>\nNumber of teams = 27 \u00f7 4= 6.75 = 7 (approx)<\/p>\n<p>Question 19.<br \/>\nEight teams of high school students helped clean up trash in the community. Afterwards, they shared 23 pizzas equally. How many pizzas did each team get?<br \/>\n_____ \\(\\frac{ \u25a1 }{ \u25a1 }\\)<\/p>\n<p>Answer: 3<\/p>\n<p>Explanation:<br \/>\nTotal number of pizzas= 23<br \/>\nNumber of teams= 8<br \/>\nNumber of pizzas each team got= 23 \u00f7 8=2.8=3(approx)<\/p>\n<h3><a id=\"Use_repeated_subtraction_to_divide_Page_No_237\"><\/a>Page No. 237<\/h3>\n<p><strong>Use repeated subtraction to divide.<\/strong><\/p>\n<p>Question 1.<br \/>\n84 \u00f7 7<br \/>\n_____<\/p>\n<p>Answer: 12<\/p>\n<p>Explanation:<br \/>\nA. Begin with 84 counters. Subtract 7 counters.<br \/>\nB. Subtract 7 counters from 84 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 12.<\/p>\n<p>Question 2.<br \/>\n60 \u00f7 4<br \/>\n_____<\/p>\n<p>Answer: 15<\/p>\n<p>Explanation:<br \/>\nA. Begin with 60 counters. Subtract 4 counters.<br \/>\nB. Subtract 4 counters from 60 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 15.<\/p>\n<p>Question 3.<br \/>\n91 \u00f7 8<br \/>\n_____ R _____<\/p>\n<p>Answer: 11.3=11(approx)<\/p>\n<p>Explanation:<br \/>\nA. Begin with 91 counters. Subtract 8 counters.<br \/>\nB. Subtract 8 counters from 91 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 11<\/p>\n<p><strong>Draw a number line to divide.<\/strong><\/p>\n<p>Question 4.<br \/>\n65 \u00f7 5 = _____<\/p>\n<p>Answer: 13<\/p>\n<p>Explanation:<br \/>\nA. Begin with 65 counters. Subtract 5 counters.<br \/>\nB. Subtract 5 counters from 65 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 13<\/p>\n<p>Question 5.<br \/>\nUse Appropriate Tools Can you divide 32 by 3 evenly? Use the number line to explain your answer.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-17.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 17\" width=\"460\" height=\"62\" \/><br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: 11 (approx)<\/p>\n<p>Explanation:<br \/>\nHow many equal groups of 3 did you subtract?<br \/>\nSo, 32 \u00f7 3 = 10.8=11(approx).<\/p>\n<p>Question 6.<br \/>\nJohn has $40 to spend at the yard sale. He buys 6 books for $2 each. He would like to spend the rest of his money on model cars for his collection. If the cars cost $7 each, how many can he buy? Explain.<br \/>\n_____ cars<\/p>\n<p>Answer: 4 cars<\/p>\n<p>Explanation:<br \/>\nTotal amount John spent at the yard sale= $40<br \/>\nNumber of books= 6<br \/>\nCost of each book= $2<br \/>\nCost of 6 books= 6 x $2 = $12<br \/>\nAmount left after John bought 6 books= $40 &#8211; $12 = $28<br \/>\nCost of each car= $7<br \/>\nNumber of cars bought = $28 \u00f7 $7 = $4<\/p>\n<h3><a id=\"Use_repeated_subtraction_to_divide_Page_No_238\"><\/a>Page No. 238<\/h3>\n<p>Question 7.<br \/>\nA new playground will be 108 feet long. Builders need to allow 9 feet of space for each piece of climbing equipment. They want to put as many climbers along the length of the playground as possible. How many climbers can they place?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-18.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 18\" width=\"210\" height=\"266\" \/><br \/>\na. What are you asked to find?<br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: 12<\/p>\n<p>Explanation:<br \/>\nA. Begin with 108 counters. Subtract 9 counters.<br \/>\nB. Subtract 9 counters from 108 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 12.<\/p>\n<p>Question 7.<br \/>\nb. How can you use repeated subtraction to solve the problem?<br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: Repeated subtraction is a method to solve and find the quotient.<\/p>\n<p>Explanation:<br \/>\nExample:<br \/>\nA. Begin with 65 counters. Subtract 5 counters.<br \/>\nB. Subtract 5 counters from 65 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 13<\/p>\n<p>Question 7.<br \/>\nc. Tell why you might use multiples of the divisor to solve the problem.<br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: The multiple which divides 108 is 12<\/p>\n<p>Explanation:<br \/>\nThe number 108 has multiples which divide 108 evenly,<br \/>\n1 x 108 =108<br \/>\n2 x 54\u00a0 \u00a0=108<br \/>\n3 x 36\u00a0 \u00a0=108<br \/>\n4 x 27\u00a0 \u00a0=108<br \/>\n6 x 18\u00a0 \u00a0=108<br \/>\n9 x\u00a0 12\u00a0 =108<br \/>\n12 x 9\u00a0 \u00a0=108<br \/>\n18 x 6\u00a0 \u00a0=108<br \/>\n27 x 4\u00a0 \u00a0=108<br \/>\n36 x 3\u00a0 \u00a0=108<br \/>\n54 x 2\u00a0 \u00a0=108<br \/>\n108 x 1\u00a0 \u00a0=108<br \/>\nMultiples which divide 108 are 1,2,3,4,5,6,9,12,18,27,36,54,108.<\/p>\n<p>Question 7.<br \/>\nd. Show steps to solve the problem.<br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: 108 \u00f7 9 =12<\/p>\n<p>Explanation:<br \/>\nA. Begin with 108 counters. Subtract 9 counters.<br \/>\nB. Subtract 9 counters from 108 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 12<\/p>\n<p>Question 7.<br \/>\ne. Complete the sentences.<br \/>\nThere are _______ equal parts of the playground, each _______ feet long.<br \/>\nSo, _______ climbers can fit along the length of the playground.<br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: There are ___108____ equal parts of the playground, each __09_____ feet long. So, __12_____ climbers can fit along the length of the playground.<\/p>\n<p>Explanation:<br \/>\nA new playground will be 108 feet long.<br \/>\nBuilders need to allow 9 feet of space for each piece of climbing equipment.<br \/>\nNumber of climbers that can fit along the length of the playground= 108 \u00f7 9 =12<\/p>\n<p>Question 8.<br \/>\nWhich model matches each expression?<br \/>\nWrite the letter on the line next to the model.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-19.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 19\" width=\"626\" height=\"179\" \/><br \/>\nType below:<br \/>\n__________<\/p>\n<p>Answer: 240 \u00f7 80 expression resembles the second model while 240 \u00f7 60 expression resembles the first model.<\/p>\n<p>Explanation:<br \/>\n240 \u00f7 80<br \/>\nA. Draw a number line with 80 as each interval.<br \/>\nB. Draw up to 240 and count the intervals, it gives the quotient.<br \/>\nC. The quotient is 3<br \/>\n240 \u00f7 60<br \/>\nA. Draw a number line with 60 as each interval.<br \/>\nB. Draw up to 240 and count the intervals, it gives the quotient.<br \/>\nC. The quotient is 4<\/p>\n<h3><a id=\"Common_Core_Page_No_239\"><\/a>Common Core &#8211; Page No. 239<\/h3>\n<p><strong>Divide Using Repeated Subtraction<\/strong><br \/>\n<strong>Use repeated subtraction to divide.<\/strong><\/p>\n<p>Question 1.<br \/>\n42 \u00f7 3 = <span style=\"text-decoration: underline;\">14<\/span><br \/>\n3)\\(\\overline { 42 } \\)<br \/>\n-30 \u2190 10 \u00d7 3 | 10<br \/>\n&#8212;&#8212;-<br \/>\n12<br \/>\n-12 \u2190 4 \u00d7 3 | +4<br \/>\n&#8212;&#8212;-\u00a0 \u00a0 &#8212;&#8212;&#8212;&#8211;<br \/>\n0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a014<\/p>\n<p>Answer: 14<\/p>\n<p>Explanation:<br \/>\nA. Begin with 42 counters. Subtract 3 counters.<br \/>\nB. Subtract 3 counters from 42 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 14<\/p>\n<p>Question 2.<br \/>\n72 \u00f7 4 = _____<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\nA. Begin with 72 counters. Subtract 4 counters.<br \/>\nB. Subtract 4 counters from 72 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 18<\/p>\n<p>Question 3.<br \/>\n93 \u00f7 3 = _____<\/p>\n<p>Answer: 31<\/p>\n<p>Explanation:<br \/>\nA. Begin with 93 counters. Subtract 3 counters.<br \/>\nB. Subtract 3 counters from 93 and repeat the processes until the remainder cannot be subtracted from the divisor.<br \/>\nC. Record the number of counters left and the number of times you subtracted.<br \/>\nD. The number of times you subtracted is the quotient is 31<\/p>\n<p>Question 4.<br \/>\n35 \u00f7 4 = _____ r _____<\/p>\n<p>Answer: 8r3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 35 counters to represent the 35 dominoes. Then draw 4 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 4 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 35 \u00f7 4<br \/>\nD. Number of circles are equally filled with 4 counters, therefore, the quotient is 8<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 35 \u00f7 4, the quotient is 8 and the remainder is 3, or 8 r3.<\/p>\n<p>Question 5.<br \/>\n93 \u00f7 10 = _____ r _____<\/p>\n<p>Answer: 9r3<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 93 counters to represent the 93 dominoes. Then draw 10 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 10 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 93 \u00f7 10<br \/>\nD. Number of circles are equally filled with 10 counters, therefore, the quotient is 9<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<\/p>\n<p>For 93 \u00f7 10, the quotient is 9 and the remainder is 3, or 9 r3.<\/p>\n<p>Question 6.<br \/>\n86 \u00f7 9 = _____ r _____<\/p>\n<p>Answer: 9r5<\/p>\n<p>Explanation:<\/p>\n<p>Quotient:<br \/>\nA. Use 86 counters to represent the 86 dominoes. Then draw 9 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 9 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 86 \u00f7 9<br \/>\nD. Number of circles are equally filled with 9 counters, therefore, the quotient is 9<\/p>\n<p>Remainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<\/p>\n<p>For 86 \u00f7 9, the quotient is 9 and the remainder is 5, or 9 r5.<\/p>\n<p><strong>Draw a number line to divide.<\/strong><\/p>\n<p>Question 7.<br \/>\n70 \u00f7 5 = _____<\/p>\n<p>Answer: 14<\/p>\n<p>Explanation:<br \/>\nA. Draw a number line with 5 as each interval.<br \/>\nB. Draw up to 70 and count the intervals, it gives the quotient.<br \/>\nC. The quotient is 14<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 8.<br \/>\nGretchen has 48 small shells. She uses 2 shells to make one pair of earrings. How many pairs of earrings can she make?<br \/>\n_____ pairs<\/p>\n<p>Answer: 24 pairs<\/p>\n<p>Explanation:<br \/>\nTotal number of small shells= 48<br \/>\nNumber of shells used to make one pair of earrings = 2<br \/>\nNumber of pair of earrings made = 48 \u00f7 2 =24<\/p>\n<p>Question 9.<br \/>\nJames wants to purchase a telescope for $54. If he saves $3 per week, in how many weeks will he have saved enough to purchase the telescope?<br \/>\n_____ weeks<\/p>\n<p>Answer: $18<\/p>\n<p>Explanation:<br \/>\nCost of the telescope=$54<br \/>\nAmount saved each week = $3<br \/>\nNumber of weeks he has to save the money to purchase the telescope = $54 \u00f7 $3 = $18<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_240\"><\/a>Common Core &#8211; Page No. 240<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nRandall collects postcards that his friends send him when they travel. He can put 6 cards on one scrapbook page. How many pages does Randall need to fit 42 postcards?<br \/>\nOptions:<br \/>\na. 3<br \/>\nb. 4<br \/>\nc. 6<br \/>\nd. 7<\/p>\n<p>Answer: d. 7<\/p>\n<p>Explanation:<br \/>\nTotal number of postcards Randall has = 42 postcards<br \/>\nNumber of postcards on one scrapbook page = 6 cards<br \/>\nNumber of pages needed to fit the postcards = 42 \u00f7 6=7<\/p>\n<p>Question 2.<br \/>\nAri stocks shelves at a grocery store. He puts 35 cans of juice on each shelf. The shelf has 4 equal rows and another row with only 3 cans. How many cans are in each of the equal rows?<br \/>\nOptions:<br \/>\na. 6<br \/>\nb. 7<br \/>\nc. 8<br \/>\nd. 9<\/p>\n<p>Answer: c. 8<\/p>\n<p>Explanation:<br \/>\nTotal number of cans of juice on each shelf = 35<br \/>\nNumber of rows = 4<br \/>\nNumber of cans on the other shelf = 3<br \/>\nNumber of cans placed on the first shelf = 35 &#8211; 3 = 32<br \/>\nNumber of juice cans in the first row = 32 \u00f7 4 = 8 cans<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nFiona sorted her CDs into separate bins. She placed 4 CDs in each bin. If she has 160 CDs, how many bins did she fill?<br \/>\nOptions:<br \/>\na. 4<br \/>\nb. 16<br \/>\nc. 40<br \/>\nd. 156<\/p>\n<p>Answer: c. 40<\/p>\n<p>Explanation:<br \/>\nTotal number of CD&#8217;s in Fiona has = 160 CD&#8217;s<br \/>\nNumber of CD&#8217;s placed in each bin = 4<br \/>\nNumber of bins required to place the CD&#8217;s = 160 \u00f7 4 = 40<\/p>\n<p>Question 4.<br \/>\nEamon is arranging 39 books on 3 shelves. If he puts the same number of books on each shelf, how many books will there be on each shelf?<br \/>\nOptions:<br \/>\na. 11<br \/>\nb. 12<br \/>\nc. 13<br \/>\nd. 14<\/p>\n<p>Answer: c. 13<\/p>\n<p>Explanation:<br \/>\nTotal number of books Eamon has = 39 books<br \/>\nNumber of shelves = 3<br \/>\nNumber of books in each shelf = 39 \u00f7 3 = 13<\/p>\n<p>Question 5.<br \/>\nA newborn boa constrictor measures 18 inches long. An adult boa constrictor measures 9 times the length of the newborn plus 2 inches. How long is the adult?<br \/>\nOptions:<br \/>\na. 142 inches<br \/>\nb. 162 inches<br \/>\nc. 164 inches<br \/>\nd. 172 inches<\/p>\n<p>Answer: c. 164 inches<\/p>\n<p>Explanation:<br \/>\nLength of newborn boa constrictor = 18 inches<br \/>\nLength of an adult boa constrictor = 9 x Length of newborn boa constrictor = 9 x 18 = 162<br \/>\nTotal length of an adult boa constrictor = 162 + 2 = 164 inches<\/p>\n<p>Question 6.<br \/>\nMadison has 6 rolls of coins. Each roll has 20 coins. How many coins does Madison have in all?<br \/>\nOptions:<br \/>\na. 110<br \/>\nb. 120<br \/>\nc. 125<br \/>\nd. 130<\/p>\n<p>Answer: b. 120<\/p>\n<p>Explanation:<br \/>\nNumber of rolls of coins = 6<br \/>\nNumber of coins in each roll = 20<br \/>\nTotal number of coins Madison has = 20 x 6 = 120<\/p>\n<h3><a id=\"Page_No_243\"><\/a>Page No. 243<\/h3>\n<p>Question 1.<br \/>\nLacrosse is played on a field 330 ft long. How many yards long is a lacrosse field? (3 feet = 1 yard)<br \/>\nDivide. Use partial quotients.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-20.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 20\" width=\"271\" height=\"159\" \/><br \/>\nSo, the lacrosse field is _____ yards long.<br \/>\n______ yards<\/p>\n<p>Answer: 37 yards (approx)<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor. For example, you know that you can make at least 100 ft which is long 33 yards.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 3 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 110 ft =\u00a0 110 \u00f7 3 = 36.6 yards = 37 yards (approx).<\/p>\n<p><strong>Divide. Use partial quotients.<\/strong><\/p>\n<p>Question 2.<br \/>\n3)\\(\\overline { 225 } \\)<br \/>\n____<\/p>\n<p>Answer: 75<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 50 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 3 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 50 x 3 = 150 : 225 &#8211; 150 = 75<br \/>\n3 x 25 = 75 : 75 &#8211; 75 = 0<br \/>\nTherefore the quotient is 75 ( 50 + 25)<\/p>\n<p><strong>Divide. Use rectangular models to record the partial quotients.<\/strong><\/p>\n<p>Question 3.<br \/>\n428 \u00f7 4 =<br \/>\n____<\/p>\n<p>Answer: 107<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 50 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 4.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 4 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 50 x 4 = 200 : 428 &#8211; 200 = 228<br \/>\n4 x 50 = 200 : 228 &#8211; 200 = 28<br \/>\n7 x 4 = 28 : 28 &#8211; 28 = 0<br \/>\nTherefore the quotient is 107 ( 50 + 50 + 7)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5436\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hjuuih-192x300.png\" alt=\"\" width=\"192\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hjuuih-192x300.png 192w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hjuuih.png 356w\" sizes=\"(max-width: 192px) 100vw, 192px\" \/><\/p>\n<p><strong>Divide. Use partial quotients.<\/strong><\/p>\n<p>Question 4.<br \/>\n7)\\(\\overline { 224 } \\)<br \/>\n____<\/p>\n<p>Answer: 32<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 30 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 7.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 7 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 30 x 7 = 210 : 224 &#8211; 210 = 14<br \/>\n7 x 2 = 14 : 14 &#8211; 14 = 0<br \/>\nTherefore the quotient is 32 ( 30 + 2)<\/p>\n<p>Question 5.<br \/>\n7)\\(\\overline { 259 } \\)<br \/>\n____<\/p>\n<p>Answer: 37<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 30 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 7.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 7 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 30 x 7 = 210 : 225 &#8211; 210 = 49<br \/>\n7 x 7 = 49 : 49 &#8211; 49 = 0<br \/>\nTherefore the quotient is 37 ( 30 + 7)<\/p>\n<p>Question 6.<br \/>\n8)\\(\\overline { 864 } \\)<br \/>\n____<\/p>\n<p>Answer: 108<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 8.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 8 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 8 = 800 : 864 &#8211; 800 = 64<br \/>\n8 x 8 = 64 : 64 &#8211; 64 = 0<br \/>\nTherefore the quotient is 108 ( 100 + 8)<\/p>\n<p>Question 7.<br \/>\n6)\\(\\overline { 738 } \\)<br \/>\n____<\/p>\n<p>Answer: 123<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 6.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 6 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 6 = 600 : 738 &#8211; 600 = 138<br \/>\n6 x 23 = 138 : 138 &#8211; 138 = 0<br \/>\nTherefore the quotient is 123 ( 100 + 23)<\/p>\n<p><strong>Divide. Use rectangular models to record the partial quotients.<\/strong><\/p>\n<p>Question 8.<br \/>\n328 \u00f7 2 =<br \/>\n____<\/p>\n<p>Answer: 164<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 2.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 2 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 2 = 200 : 328 &#8211; 200 = 128<br \/>\n2 x 64 = 128 : 128 &#8211; 128 = 0<br \/>\nTherefore the quotient is 164 ( 100 + 64)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5437\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/nkhgk-260x300.png\" alt=\"\" width=\"260\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nkhgk-260x300.png 260w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/nkhgk.png 363w\" sizes=\"(max-width: 260px) 100vw, 260px\" \/><\/p>\n<p>Question 9.<br \/>\n475 \u00f7 5 =<br \/>\n____<\/p>\n<p>Answer: 95<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 90 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 5.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 5 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 90 x 5 = 450 : 475 &#8211; 450 = 25<br \/>\n5 x 5 = 25 : 25 &#8211; 25 = 0<br \/>\nTherefore the quotient is 95 (90 + 5)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5438\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jlulggu-261x300.png\" alt=\"\" width=\"261\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jlulggu-261x300.png 261w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jlulggu.png 353w\" sizes=\"(max-width: 261px) 100vw, 261px\" \/><\/p>\n<p>Question 10.<br \/>\n219 \u00f7 3 =<br \/>\n____<\/p>\n<p>Answer: 73<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 70 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 3 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 70 x 3 = 210 : 219 &#8211; 210 = 9<br \/>\n3 x 3 = 9 : 9 &#8211; 9 = 0<br \/>\nTherefore the quotient is 73 ( 70 + 3)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5439\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/lukbhj-244x300.png\" alt=\"\" width=\"244\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/lukbhj-244x300.png 244w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/lukbhj.png 343w\" sizes=\"(max-width: 244px) 100vw, 244px\" \/><\/p>\n<p>Question 11.<br \/>\n488 \u00f7 4 =<br \/>\n____<\/p>\n<p>Answer: 122<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 4.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 4 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 4 = 400 : 488 &#8211; 400 = 88<br \/>\n4 x 22 = 88 : 88 &#8211; 88 = 0<br \/>\nTherefore the quotient is 122 ( 100 + 22)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5440\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/hjvgg-264x300.png\" alt=\"\" width=\"264\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hjvgg-264x300.png 264w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/hjvgg.png 369w\" sizes=\"(max-width: 264px) 100vw, 264px\" \/><\/p>\n<p>Question 12.<br \/>\nUse Reasoning What is the least number you can divide by 5 to get a three-digit quotient? Explain how you found your answer.<br \/>\n____<\/p>\n<p>Answer: The quotient can be a three-digit number or a two-digit number.<\/p>\n<p>Explanation:<br \/>\nExample:<\/p>\n<p>475 \u00f7 5 =<br \/>\n____<\/p>\n<p>Answer: 95<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 90 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 5.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 5 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 90 x 5 = 450 : 475 &#8211; 450 = 25<br \/>\n5 x 5 = 25 : 25 &#8211; 25 = 0<br \/>\nTherefore the quotient is 95 (90 + 5)<\/p>\n<h3><a id=\"Page_No_244\"><\/a>Page No. 244<\/h3>\n<p><strong>Use the table for 13\u201315.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-21.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 21\" width=\"239\" height=\"287\" \/><\/p>\n<p>Question 13.<br \/>\nRob wants to put 8 baseball cards on each page in an album. How many pages will he fill?<br \/>\n____ pages<\/p>\n<p>Answer: 31 pages<\/p>\n<p>Explanation:<br \/>\nTotal number of baseball cards = 248<br \/>\nNumber of cards in each page = 8<br \/>\nNumber of pages required = 248 \u00f7 8 = 31 pages<\/p>\n<p>Question 14.<br \/>\nRob filled 5 plastic boxes with hockey cards. There were the same number of cards in each box. How many cards did he put in each box? How many cards were left over?<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: There where 12 hockey cards in each box, number of cards leftover = 4<\/p>\n<p>Explanation:<br \/>\nTotal number of hockey cards = 64<br \/>\nNumber of boxes = 5<br \/>\nNumber of cards in each box = 64 \u00f7 5 = 12.8 that is exactly 60 cards can be fit in 5 boxes and 12 in each box<br \/>\nNumber of cards leftover = 64 &#8211; 60 = 4<\/p>\n<p>Question 15.<br \/>\nRob filled 3 fewer plastic boxes with football cards than basketball cards. He filled 9 boxes with basketball cards. How many boxes did he fill with football cards? How many football cards were in each box?<br \/>\n____ boxes ____ cards<\/p>\n<p>Answer: 6 boxes and 16 cards in each box<\/p>\n<p>Explanation:<br \/>\nNumber of basketball cards= 189<br \/>\nNumber of boxes in which the basketball cards were kept= 9 boxes<br \/>\nNumber of football cards= 96<br \/>\nNumber of boxes in which the football cards were kept =\u00a0 number of boxes in which the basketball cards were kept &#8211; 3 =<br \/>\n9-3=6boxes<br \/>\nNumber of football cards in each box = 96 \u00f7 6 =16 cards<\/p>\n<p>Question 16.<br \/>\nMarshall can buy 5 T-shirts for $60. If each shirt costs the same amount, what is the cost of 4 T-shirts?<br \/>\n$ ____<\/p>\n<p>Answer: $48<\/p>\n<p>Explanation:<br \/>\nNumber of T-shirts = 5<br \/>\nCost of 5 T-shirts = $60<br \/>\nCost of each T- shirt = $60 \u00f7 5 = $12<br \/>\nCost of 4 T-shirts = 12 x 4 = $48<\/p>\n<p>Question 17.<br \/>\nUse partial quotients. Fill in the blanks.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-22.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 22\" width=\"255\" height=\"237\" \/><br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: 97<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 80 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 5.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 5 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 80 x 5 = 400 : 485 &#8211; 400 = 85<br \/>\n5 x 17 = 85 : 85 &#8211; 85 = 0<br \/>\nTherefore the quotient is 97 ( 80 + 17)<\/p>\n<h3><a id=\"Common_Core_Page_No_245\"><\/a>Common Core &#8211; Page No. 245<\/h3>\n<p><strong>Divide Using Partial Quotients<\/strong><br \/>\n<strong>Divide. Use partial quotients.<\/strong><\/p>\n<p>Question 1.<br \/>\n8)\\(\\overline { 184 } \\)<br \/>\n-80 \u2190 10 \u00d7 8 10<br \/>\n&#8212;&#8212;-<br \/>\n104<br \/>\n-80 \u2190 10 \u00d7 8 + 10<br \/>\n&#8212;&#8212;-<br \/>\n-24<br \/>\n-24 \u2190 3 \u00d7 8 + 3<br \/>\n&#8212;&#8212;&#8211; &#8212;&#8212;&#8211;<br \/>\n0 23<\/p>\n<p>Answer: 23<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 10 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 8.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 10 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 10 x 8 = 80 : 184 &#8211; 80 = 104<br \/>\n10 x 8 = 80 : 104 &#8211; 80 = 24 : 3 x 8 = 24 : 24 &#8211; 24 = 0<br \/>\nTherefore the quotient is 23 ( 10 + 10 + 3)<\/p>\n<p>Question 2.<br \/>\n6)\\(\\overline { 258 } \\)<br \/>\n_____<\/p>\n<p>Answer: 43<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 40 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 6.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 3 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 40 x 6 = 240 : 258 &#8211; 240 = 18<br \/>\n3 x 6 = 18 : 18 &#8211; 18 = 0<br \/>\nTherefore the quotient is 43 ( 40 + 3)<\/p>\n<p>Question 3.<br \/>\n5)\\(\\overline { 630 } \\)<br \/>\n_____<\/p>\n<p>Answer: 126<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 5.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 20 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 5 = 500 : 630 &#8211; 500 = 130<br \/>\n5 x 20 = 100 : 130 &#8211; 100 = 30 : 5 x 6 = 30 : 30 &#8211; 30 = 0<br \/>\nTherefore the quotient is 126 ( 100 + 20 + 6)<\/p>\n<p><strong>Divide. Use rectangular models to record the partial quotients.<\/strong><\/p>\n<p>Question 4.<br \/>\n246 \u00f7 3 = _____<\/p>\n<p>Answer: 82<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 80 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 80 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 80 x 3 = 240 : 246 &#8211; 240 = 6<br \/>\n3 x 2 = 6 : 6 &#8211; 6 = 0<br \/>\nTherefore the quotient is 82 ( 80 + 2)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5441\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/25-244x300.png\" alt=\"\" width=\"244\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/25-244x300.png 244w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/25.png 337w\" sizes=\"(max-width: 244px) 100vw, 244px\" \/><\/p>\n<p>Question 5.<br \/>\n126 \u00f7 2 = _____<\/p>\n<p>Answer: 63<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 60 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple,2.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 60 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 60 x 2 = 120 : 126 &#8211; 120 = 6<br \/>\n2 x 3 = 6 : 6 &#8211; 6 = 0<br \/>\nTherefore the quotient is 63 ( 60 +3)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5442\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/45-265x300.png\" alt=\"\" width=\"265\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/45-265x300.png 265w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/45.png 367w\" sizes=\"(max-width: 265px) 100vw, 265px\" \/><\/p>\n<p>Question 6.<br \/>\n605 \u00f7 5 = _____<\/p>\n<p>Answer: 121<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 5.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 20 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 5 = 500 : 605 &#8211; 500 = 105<br \/>\n5 x 20 = 100 : 105 &#8211; 100 = 5 : 5 x 1 = 5 : 5 &#8211; 5 = 0<br \/>\nTherefore the quotient is 121 ( 100 + 20 + 1)<br \/>\nThe rectangle models are given below :<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5443\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/50-199x300.png\" alt=\"\" width=\"199\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/50-199x300.png 199w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/50.png 367w\" sizes=\"(max-width: 199px) 100vw, 199px\" \/><\/p>\n<p><strong>Divide. Use either way to record the partial quotients.<\/strong><\/p>\n<p>Question 7.<br \/>\n492 \u00f7 3 = _____<\/p>\n<p>Answer: 164<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 50 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 3 = 300 : 492 &#8211; 300 = 192<br \/>\n50 x 3 = 150 : 192 &#8211; 150 = 42 : 3 x 14 = 42 : 42 &#8211; 42 = 0<br \/>\nTherefore the quotient is 164\u00a0 ( 100 + 50 + 14)<\/p>\n<p>Question 8.<br \/>\n224 \u00f7 7 = _____<\/p>\n<p>Answer: 32<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 30 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 7.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 30 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 30 x 7 = 210 : 224 &#8211; 210 = 14<br \/>\n7 x 2 = 14 : 14 &#8211; 14 = 0<br \/>\nTherefore the quotient is 32 ( 30 + 2)<\/p>\n<p>Question 9.<br \/>\n692 \u00f7 4 = _____<\/p>\n<p>Answer: 173<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 4.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 100 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 4 = 400 : 692 &#8211; 400 = 392<br \/>\n4 x 50 = 200 : 392 &#8211; 200 = 192 : 4 x 48 = 192 : 192 &#8211; 192 = 0<br \/>\nTherefore the quotient is 198 ( 100 + 50 + 48)<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 10.<br \/>\nAllison took 112 photos on vacation. She wants to put them in a photo album that holds 4 photos on each page. How many pages can she fill?<br \/>\n_____ pages<\/p>\n<p>Answer: 28<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 20 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 4.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 20 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 20 x 4 = 80 : 112 &#8211; 80 = 32<br \/>\n4 x 8 = 32 : 32 &#8211; 32 = 0<br \/>\nTherefore the quotient is 28 ( 20 + 8)<\/p>\n<p>Question 11.<br \/>\nHector saved $726 in 6 months. He saved the same amount each month. How much did Hector save each month?<br \/>\n$ _____<\/p>\n<p>Answer: $121<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 6.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 100 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 6 = 600 : 726 &#8211; 600 = 126<br \/>\n6 x 20 = 120 : 126 &#8211; 120 = 6 : 6 x 1 = 6 : 6 &#8211; 6 = 0<br \/>\nTherefore the quotient is 121 ( 100 + 20 +1)<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_246\"><\/a>Common Core &#8211; Page No. 246<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nAnnaka used partial quotients to divide 145 \u00f7 5. Which shows a possible sum of partial quotients?<br \/>\nOptions:<br \/>\na. 50 + 50 + 45<br \/>\nb. 100 + 40 + 5<br \/>\nc. 10 + 10 + 9<br \/>\nd. 10 + 4 + 5<\/p>\n<p>Answer: c. 10 + 10 + 9<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 4.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 10 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 10 x 5 = 50 : 145 &#8211; 50 = 95<br \/>\n5 x 10 = 50 : 95 &#8211; 50 = 45 : 5 x 9 = 45 : 45 &#8211; 45 = 0<br \/>\nTherefore the quotient is 29 ( 10 + 10 +9)<\/p>\n<p>Question 2.<br \/>\nMel used partial quotients to find the quotient 378 \u00f7 3. Which might show the partial quotients that Mel found?<br \/>\nOptions:<br \/>\na. 100, 10, 10, 9<br \/>\nb. 100, 10, 10, 6<br \/>\nc. 100, 30, 30, 6<br \/>\nd. 300, 70, 8<\/p>\n<p>Answer: b. 100, 10, 10, 6<\/p>\n<p>Explanation:<br \/>\nSTEP 1<br \/>\nStart by subtracting a greater multiple, such as 100 times the divisor.<br \/>\nContinue subtracting until the remaining number is less than the multiple, 3.<br \/>\nSTEP 2<br \/>\nSubtract smaller multiples, such as 10 times the divisor until the remaining number is less than the divisor. In other words, keep going until you no longer a remainder is left in the place of the remainder. Then add the partial quotients to find the quotient.<br \/>\nSo, there are 100 x 3 = 300 : 378 &#8211; 300 = 78<br \/>\n10 x 3 =30 : 78 &#8211; 30 = 48 : 3 x 16 = 48 : 48 &#8211; 48 = 0<br \/>\nTherefore the quotient is 126 ( 100 + 10 +10 + 6)<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nWhat are the partial products of 42 \u00d7 5?<br \/>\nOptions:<br \/>\na. 9 and 7<br \/>\nb. 20 and 10<br \/>\nc. 200 and 7<br \/>\nd. 200 and 10<\/p>\n<p>Answer: d. 200 and 10<\/p>\n<p>Explanation:<br \/>\nSTEP1<br \/>\n42 x 5<br \/>\nStart by multiplying the digit five with the units digit 2 = 5 x 2 =10<br \/>\nMultiply the digit 5 with 4 in the tens place = 4 x 5 = 20<br \/>\nSince 4 is in the tens place when we multiply 4 and 5 we must place it in the hundreds place by assuming units digit to be zero.<br \/>\nTherefore, the partial product of 42 x 5 = 200<\/p>\n<p>Question 4.<br \/>\nMr. Watson buys 4 gallons of paint that cost $34 per gallon. How much does Mr. Watson spend on paint?<br \/>\nOptions:<br \/>\na. $38<br \/>\nb. $126<br \/>\nc. $136<br \/>\nd. $1,216<\/p>\n<p>Answer: c. $136<\/p>\n<p>Explanation:<br \/>\nCost of each gallon of paint = $34<br \/>\nNumber of gallons = 4<br \/>\nThe total cost of the gallons = $ 34 x 4 = $136<\/p>\n<p>Question 5.<br \/>\nUse the area model to find the product 28 \u00d7 32.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-23.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 23\" width=\"211\" height=\"133\" \/><br \/>\nOptions:<br \/>\na. 840<br \/>\nb. 856<br \/>\nc. 880<br \/>\nd. 896<\/p>\n<p>Answer: d. 896<\/p>\n<p>Explanation:<br \/>\nThe whole rectangle is divided into four small rectangles the areas of these rectangles are:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5435\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/jkiuij-300x200.png\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jkiuij-300x200.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/jkiuij.png 363w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nArea of yellow rectangle= 30 x 20=600<br \/>\nArea of green rectangle= 2 x 20 = 40<br \/>\nArea of pink rectangle= 8 x 30= 240<br \/>\nArea of blue rectangle= 2 x 8= 16<br \/>\nProduct of 32 and 28 = Area of yellow rectangle + Area of green rectangle + Area of pink rectangle + Area of the blue rectangle = 600+40+240+16 =\u00a0 896<\/p>\n<p>Question 6.<br \/>\nAn adult male lion eats about 108 pounds of meat per week. About how much meat does an adult male lion eat in one day?<br \/>\nOptions:<br \/>\na. about 14 pounds<br \/>\nb. about 15 pounds<br \/>\nc. about 16 pounds<br \/>\nd. about 17 pounds<\/p>\n<p>Answer: b. about 15 pounds<\/p>\n<p>Explanation:<br \/>\nMass of meat an adult lion eats in one week = 108<br \/>\nNumber of days in a week = 7<br \/>\nMass of meat ate by the lion in one day = 108 \u00f7 7 = 15.4 pounds = about 15 pounds<\/p>\n<h3><a id=\"Page_No_249\"><\/a>Page No. 249<\/h3>\n<p><strong>Divide. Use base-ten blocks.<\/strong><\/p>\n<p>Question 1.<br \/>\n48 \u00f7 3<br \/>\n_____<\/p>\n<p>Answer: 16<\/p>\n<p>Explanation:<br \/>\nA. Draw 3 circles to represent the divisor. Then use base-ten blocks to model 48. Show 48 as 4 tens and 8 ones.<br \/>\nB. Share the tens equally among the 3 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 3 groups.<br \/>\nD. There are 1 ten(s) and 6 one(s) in each group. So, the quotient is 16.<\/p>\n<p>Question 2.<br \/>\n84 \u00f7 4<br \/>\n_____<\/p>\n<p>Answer: 21<\/p>\n<p>Explanation:<br \/>\nA. Draw 4 circles to represent the divisor. Then use base-ten blocks to model 84. Show 84 as 8 tens and 4 ones.<br \/>\nB. Share the tens equally among the 4 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 4 groups.<br \/>\nD. There are 2 ten(s) and 1 one(s) in each group. So, the quotient is 21.<\/p>\n<p>Question 3.<br \/>\n72 \u00f7 5<br \/>\n_____ R _____<\/p>\n<p>Answer: 14 (approx) with 2 as remainder.<\/p>\n<p>Explanation:<br \/>\nA. Draw 5 circles to represent the divisor. Then use base-ten blocks to model 72. Show 72 as 7 tens and 2 ones.<br \/>\nB. Share the tens equally among the 5 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 5 groups.<br \/>\nD. There are 1 ten(s) and 4 one(s) in each group. So, the quotient is 14.<\/p>\n<p>Question 4.<br \/>\nDivide. Draw a quick picture. Record the steps.<br \/>\n84 \u00f7 3<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-24.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 24\" width=\"252\" height=\"216\" \/><br \/>\n_____<\/p>\n<p>Answer: 28<\/p>\n<p>Explanation:<br \/>\nSTEPS:<br \/>\nA. Draw 3 circles to represent the divisor. Then use base-ten blocks to model 84. Show 84 as 8 tens and 4 ones.<br \/>\nB. Share the tens equally among the 3 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 3 groups.<br \/>\nD. There are 2 ten(s) and 8 one(s) in each group. So, the quotient is 28.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5446\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/1-300x233.png\" alt=\"\" width=\"300\" height=\"233\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/1-300x233.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/1.png 322w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 5.<br \/>\nExplain why you did not need to regroup in Exercise 2.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: We did not regroup in exercise two because we used the method of counters in which we placed the counters one after the other in the circles and concluded with number of counters in each group and the number of counters left over.<\/p>\n<p>Explanation:<br \/>\nExample: 28 \u00f7 3(in the form of exercise 2)<br \/>\nA. Use 28 counters to represent the 28 dominoes. Then draw 3 circles to represent the 3 players.<br \/>\nB. Share the counters equally among the 3 groups by placing them in the circles.<br \/>\nC. Find the number of counters in each group and the number of counters left over. Record your answer. 9 counters in each group and 3 counters are leftover.<\/p>\n<p>Example: 84 \u00f7 3<\/p>\n<p>A. Draw 3 circles to represent the divisor. Then use base-ten blocks to model 84. Show 84 as 8 tens and 4 ones.<br \/>\nB. Share the tens equally among the 3 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 3 groups.<br \/>\nD. There are 2 ten(s) and 8 one(s) in each group. So, the quotient is 28.<\/p>\n<p>Question 6.<br \/>\nMindy is preparing fruit boxes for gifts. She divides 36 apples evenly into 6 boxes. Then she divided 54 bananas evenly into the same 6 boxes. How many pieces of fruit are in each of Mindy\u2019s boxes?<br \/>\n_____ pieces of fruit<\/p>\n<p>Answer: 6+9=15 pieces of fruits are in each box of Mindy&#8217;s<\/p>\n<p>Explanation:<br \/>\nTotal number of apples = 36<br \/>\nNumber of boxes in which the apples were kept = 6<br \/>\nNumber of apple pieces in each box = 36 \u00f7 6 = 6<br \/>\nTotal number of bananas = 54<br \/>\nNumber of boxes in which the bananas were kept = 6<br \/>\nNumber of banana pieces in each box = 54 \u00f7 6 = 9<br \/>\nTotal number of fruit pieces in each box = 9 + 6 = 15<\/p>\n<p>Question 7.<br \/>\nAmi needs to divide these base-ten blocks into 4 equal groups.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-25.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 25\" width=\"212\" height=\"118\" \/><br \/>\nDescribe a model that would show how many are in each group.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: 14<\/p>\n<p>Explanation:<br \/>\nA. Draw 4 circles to represent the divisor. Then use base-ten blocks to model 56. Show 56 as 5 tens and 6 ones.<br \/>\nB. Share the tens equally among the 4 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 4 groups.<br \/>\nD. There are 1 ten(s) and 4 one(s) in each group. So, the quotient is 14.<\/p>\n<h3><a id=\"Page_No_250\"><\/a>Page No. 250<\/h3>\n<p><strong>Sense or Nonsense?<\/strong><\/p>\n<p>Question 8.<br \/>\nAngela and Zach drew quick pictures to find 68 \u00f7 4. Whose quick picture makes sense? Whose quick picture is nonsense? Explain your reasoning.<br \/>\n<img loading=\"lazy\" class=\"\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-26.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 26\" width=\"664\" height=\"405\" \/><br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: Zach&#8217;s quick picture is correct while Angela&#8217;s is not correct.<\/p>\n<p>Explanation:<br \/>\nA. Draw 4 circles to represent the divisor. Then use base-ten blocks to model 68. Show 68 as 6 tens and 8 ones.<br \/>\nB. Share the tens equally among the 4 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 4 groups.<br \/>\nD. There are 1 ten(s) and 7 one(s) in each group. So, the quotient is 17.<br \/>\nHence Zach&#8217;s statement and the quick picture are correct.<\/p>\n<p>Question 9.<br \/>\nAnalyze What did Angela forget to do after she shared the tens equally among the 4 groups?<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer: Angela forgot to regroup the leftover tens into ones.\u00a0Share the ones equally among the 4 groups.<\/p>\n<p>Explanation:<br \/>\nSince there are 6 tens and 4 circles only 4 tens can be placed in them while the other 2 tens are leftover which must be converted into 20 ones.<\/p>\n<h3><a id=\"Common_Core_Page_No_251\"><\/a>Common Core &#8211; Page No. 251<\/h3>\n<p><strong>Model Division with Regrouping<\/strong><\/p>\n<p><strong>Divide. Use base-ten blocks.<\/strong><br \/>\nQuestion 1.<br \/>\n63 \u00f7 4 =<span style=\"text-decoration: underline;\"> 15 r3<\/span><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-27.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 27\" width=\"146\" height=\"184\" \/><\/p>\n<p>Answer: 15 r 3<\/p>\n<p>Explanation:<br \/>\nA. Draw 4 circles to represent the divisor. Then use base-ten blocks to model 63. Show 63 as 6 tens and 3 ones.<br \/>\nB. Share the tens equally among the 4 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 4 groups.<br \/>\nD. There are 1 ten(s) and 5 one(s) in each group. So, the quotient is 15.<br \/>\nE. After grouping, there are 3 blocks which weren&#8217;t grouped. So, the remainder is 3<\/p>\n<p>Question 2.<br \/>\n83 \u00f7 3<br \/>\n_____ R _____<\/p>\n<p>Answer: 27 r 2<\/p>\n<p>Explanation:<br \/>\nA. Draw 3 circles to represent the divisor. Then use base-ten blocks to model 83. Show 83 as 8 tens and 3 ones.<br \/>\nB. Share the tens equally among the 3 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 3 groups.<br \/>\nD. There are 2 ten(s) and 7 one(s) in each group. So, the quotient is 27.<br \/>\nE. After grouping, there are 2 blocks which weren&#8217;t grouped. So, the remainder is 2<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-5447\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/2.png\" alt=\"\" width=\"220\" height=\"232\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5447\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/2.png\" alt=\"\" width=\"220\" height=\"232\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5447\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/2.png\" alt=\"\" width=\"220\" height=\"232\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5448\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/3.png\" alt=\"\" width=\"50\" height=\"55\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5448\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/3.png\" alt=\"\" width=\"50\" height=\"55\" \/><\/p>\n<p><strong>Divide. Draw quick pictures. Record the steps.<\/strong><\/p>\n<p>Question 3.<br \/>\n85 \u00f7 5<br \/>\n_____<\/p>\n<p>Answer: 17<\/p>\n<p>Explanation:<br \/>\nA. Draw 5 circles to represent the divisor. Then use base-ten blocks to model 85. Show 85 as 8 tens and 5 ones.<br \/>\nB. Share the tens equally among the 5 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 5 groups.<br \/>\nD. There are 1 ten(s) and 7 one(s) in each group. So, the quotient is 17.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-5449\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png\" alt=\"\" width=\"228\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png 228w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4-150x150.png 150w\" sizes=\"(max-width: 228px) 100vw, 228px\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5449\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png\" alt=\"\" width=\"228\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png 228w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4-150x150.png 150w\" sizes=\"(max-width: 228px) 100vw, 228px\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5449\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png\" alt=\"\" width=\"228\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png 228w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4-150x150.png 150w\" sizes=\"(max-width: 228px) 100vw, 228px\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5449\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png\" alt=\"\" width=\"228\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png 228w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4-150x150.png 150w\" sizes=\"(max-width: 228px) 100vw, 228px\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5449\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png\" alt=\"\" width=\"228\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4.png 228w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/4-150x150.png 150w\" sizes=\"(max-width: 228px) 100vw, 228px\" \/><\/p>\n<p>Question 4.<br \/>\n97 \u00f7 4<br \/>\n_____ R _____<\/p>\n<p>Answer: 24 r 1<\/p>\n<p>Explanation:<br \/>\nA. Draw 4 circles to represent the divisor. Then use base-ten blocks to model 97. Show 97 as 9 tens and 7 ones.<br \/>\nB. Share the tens equally among the 4 groups.<br \/>\nC. If there are any tens left, regroup them as ones. Share the ones equally among the 4 groups.<br \/>\nD. There are 2 ten(s) and 4 one(s) in each group. So, the quotient is 24.<br \/>\nE. After grouping, there is 1 block which wasn&#8217;t grouped. So, the remainder is 1<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-5450\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/5.png\" alt=\"\" width=\"222\" height=\"242\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5450\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/5.png\" alt=\"\" width=\"222\" height=\"242\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5450\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/5.png\" alt=\"\" width=\"222\" height=\"242\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5450\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/5.png\" alt=\"\" width=\"222\" height=\"242\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-5448\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/3.png\" alt=\"\" width=\"50\" height=\"55\" \/><\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 5.<br \/>\nTamara sold 92 cold drinks during her 2-hour shift at a festival food stand. If she sold the same number of drinks each hour, how many cold drinks did she sell each hour?<br \/>\n_____ cold drinks<\/p>\n<p>Answer: 46 cold drinks<\/p>\n<p>Explanation:<br \/>\nTotal number of cold drinks Tamara sold = 92<br \/>\nThe time in which she sold the drinks = 2 hours<br \/>\nNumber of drinks she sold in each hour = 92 \u00f7 2 = 46<\/p>\n<p>Question 6.<br \/>\nIn 3 days Donald earned $42 running errands. He earned the same amount each day. How much did Donald earn from running errands each day?<br \/>\n$ _____<\/p>\n<p>Answer: $14<\/p>\n<p>Explanation:<br \/>\nTotal amount earned by Donald = $42<br \/>\nNumber of days = 3<br \/>\nAmount earned on each day = $42 \u00f7 3 = $14<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_252\"><\/a>Common Core &#8211; Page No. 252<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nGail bought 80 buttons to put on the shirts she makes. She uses 5 buttons for each shirt. How many shirts can Gail make with the buttons she bought?<br \/>\nOptions:<br \/>\na. 14<br \/>\nb. 16<br \/>\nc. 17<br \/>\nd. 18<\/p>\n<p>Answer: b. 16<\/p>\n<p>Explanation:<br \/>\nTotal number of buttons = 80<br \/>\nNumber of buttons used for each shirt = 5<br \/>\nNumber of shirts she can make = 80 \u00f7 5 =16<\/p>\n<p>Question 2.<br \/>\nMarty counted how many breaths he took in 3 minutes. In that time, he took 51 breaths. He took the same number of breaths each minute. How many breaths did Marty take in one minute?<br \/>\nOptions:<br \/>\na. 15<br \/>\nb. 16<br \/>\nc. 17<br \/>\nd. 19<\/p>\n<p>Answer: c. 17<\/p>\n<p>Explanation:<br \/>\nTotal number of breaths Marty counted = 51<br \/>\nTime in which the breath was counted = 3 minutes<br \/>\nNumber of breaths in one minute = 51 \u00f7 3 = 17<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nKate is solving brain teasers. She solved 6 brain teasers in 72 minutes. How long did she spend on each brain teaser?<br \/>\nOptions:<br \/>\na. 12 minutes<br \/>\nb. 14 minutes<br \/>\nc. 18 minutes<br \/>\nd. 22 minutes<\/p>\n<p>Answer: a. 12 minutes<\/p>\n<p>Explanation:<br \/>\nNumber of brain teasers solved = 6<br \/>\nNumber of minutes spent on brain teasers = 72 minutes<br \/>\nNumber of minutes spent on each problem = 72 \u00f7 6 =12 minutes<\/p>\n<p>Question 4.<br \/>\nJenny works at a package delivery store. She puts mailing stickers on packages. Each package needs 5 stickers. How many stickers will Jenny use if she is mailing 105 packages?<br \/>\nOptions:<br \/>\na. 725<br \/>\nb. 625<br \/>\nc. 525<br \/>\nd. 21<\/p>\n<p>Answer: c. 525<\/p>\n<p>Explanation:<br \/>\nNumber of packages = 105<br \/>\nNumber of stickers on each package = 5<br \/>\nTotal number of stickers on the packages = 105 x 5 = 525<\/p>\n<p>Question 5.<br \/>\nThe Puzzle Company packs standardsized puzzles into boxes that hold 8 puzzles. How many boxes would it take to pack up 192 standard-sized puzzles?<br \/>\nOptions:<br \/>\na. 12<br \/>\nb. 16<br \/>\nc. 22<br \/>\nd. 24<\/p>\n<p>Answer: d. 24<\/p>\n<p>Explanation:<br \/>\nTotal number of puzzles = 192<br \/>\nNumber of puzzles in each box = 8<br \/>\nNumber of boxes used = 192 \u00f7 8 = 24 boxes<\/p>\n<p>Question 6.<br \/>\nMt. Whitney in California is 14,494 feet tall. Mt. McKinley in Alaska is 5,826 feet taller than Mt. Whitney. How tall is Mt. McKinley?<br \/>\nOptions:<br \/>\na. 21,310 feet<br \/>\nb. 20,320 feet<br \/>\nc. 20,230 feet<br \/>\nd. 19,310 feet<\/p>\n<p>Answer: b. 20,320 feet<\/p>\n<p>Explanation:<br \/>\nHeight of Mt. Whitney in California = 14,494 feet<br \/>\nHeight of Mt. McKinley in Alaska is 5,826 feet taller than Mt. Whitney.<br \/>\nTherefore the height of Mt. McKinley in Alaska = 14,494 feet + 5,826 feet\u00a0 =\u00a0 20,320 feet<\/p>\n<h3><a id=\"Page_No_255\"><\/a>Page No. 255<\/h3>\n<p>Question 1.<br \/>\nThere are 452 pictures of dogs in 4 equal groups. How many pictures are in each group? Explain how you can use place value to place the first digit in the quotient.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-28.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 28\" width=\"83\" height=\"266\" \/><br \/>\n______ pictures<\/p>\n<p>Answer: 113<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 452. 400 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 1 ten to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 45 \u00f7 4<br \/>\nMultiply. 4 \u00d7 11 = 44<br \/>\nSubtract. 45\u00a0 \u2212 44 = 1 tens<br \/>\nSTEP 3 Divide the ones.<br \/>\nRegroup 1 ten as 10 ones.<br \/>\nNow there are 12 ones to share among 4 groups.<br \/>\nDivide. 12 ones \u00f7 4<br \/>\nMultiply. 4\u00d73 ones<br \/>\nSubtract. 12 ones \u2212 12 ones = 0<\/p>\n<p>So, the quotient is 113<\/p>\n<p><strong>Divide.<\/strong><\/p>\n<p>Question 2.<br \/>\n4)\\(\\overline { 166 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 41<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 166. 1 hundred cannot be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 1 ten to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 166 \u00f7 4<br \/>\nMultiply. 4 \u00d7 40 = 160<br \/>\nSubtract. 166 \u2212 160 = 6<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 6 ones to share among 4 groups.<br \/>\nDivide. 6 ones \u00f7 4<br \/>\nMultiply. 4\u00d71 ones<br \/>\nSubtract. 6 ones \u2212 4 ones = 2<\/p>\n<p>So, the quotient is 41 and remainder is 2<\/p>\n<p>Question 3.<br \/>\n5)\\(\\overline { 775 } \\)<br \/>\n______<\/p>\n<p>Answer: 155<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 775. 700 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 70 ten to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 700 \u00f7 5<br \/>\nMultiply. 5 \u00d7 140 = 700<br \/>\nSubtract. 700\u00a0 \u2212 700 = 0<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 70 tens to share among 5 groups.<br \/>\nDivide. 70 tens\u00a0 \u00f7 5<br \/>\nMultiply. 5\u00d714<br \/>\nSubtract. 75 \u2212 70 tens = 5 ones<br \/>\nMultiply 5 x 1 = 5<br \/>\nSubtract 5 \u00f7 5 = 0<\/p>\n<p>So, the quotient is 155 (140 + 14 + 1)<\/p>\n<p>Question 4.<br \/>\n4)\\(\\overline { 284 } \\)<br \/>\n______<\/p>\n<p>Answer: 71<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 284. 200 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there are 20 tens to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 200 \u00f7 4<br \/>\nMultiply. 4 \u00d7 50 = 200<br \/>\nSubtract. 20\u00a0 \u2212 20 = 0 tens<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 80 tens to share among 4 groups.<br \/>\nDivide. 80 tens \u00f7 4<br \/>\nMultiply. 4\u00d720 = 80<br \/>\nSubtract. 80 tens \u2212 80 tens = 0 ones<br \/>\nThere are 4 ones<br \/>\nMultiply 4 x 1 = 4<br \/>\nSubtract 4-4 =0<\/p>\n<p>So, the quotient is 71 (50+20+1)<\/p>\n<p>Question 5.<br \/>\n5)\\(\\overline { 394 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 78<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 394. 300 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 30 ten to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 300 \u00f7 5<br \/>\nMultiply. 5 \u00d7 60 = 300<br \/>\nSubtract. 300\u00a0 \u2212 300 = 0 tens<br \/>\nSTEP 3 Divide the tens.<br \/>\nNow there are 9 tens to share among 5 groups.<br \/>\nDivide. 9 tens \u00f7 5<br \/>\nMultiply. 5\u00d718 tens<br \/>\nSubtract. 90 tens \u2212 90 tens = 0 ones<br \/>\nThere are 4 ones<br \/>\n4 is the remainder.<br \/>\nSo, the quotient is 78(60+18)<\/p>\n<p>Question 6.<br \/>\n3)\\(\\overline { 465 } \\)<br \/>\n______<\/p>\n<p>Answer: 155<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 465. 400 hundred can be shared among 3 groups<br \/>\nwithout regrouping.<br \/>\nNow there are 40 tens to share among 3 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 400 \u00f7 3<br \/>\nMultiply. 3 \u00d7 130\u00a0 = 390<br \/>\nSubtract. 400\u00a0 \u2212 390 = 1 tens<br \/>\nSTEP 3 Divide the tens.<br \/>\nNow there are 7 tens and 5 ones to share among 3 groups.<br \/>\nDivide. 75\u00a0 \u00f7 3<br \/>\nMultiply. 3 \u00d7 25 = 75<br \/>\nSubtract. 75 tens \u2212 75 tens = 0<\/p>\n<p>So, the quotient is 155 ( 130+ 25)<\/p>\n<p>Question 7.<br \/>\n8)\\(\\overline { 272 } \\)<br \/>\n______<\/p>\n<p>Answer: 34<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 272. 200 hundred can be shared among 8 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 27 tens and 2 ones to share among 8 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 270 \u00f7 8<br \/>\nMultiply. 8 \u00d7 30 = 240<br \/>\nSubtract. 270\u00a0 \u2212 240 = 3 tens<br \/>\nSTEP 3 Divide the ones.<br \/>\nRegroup 3 tens as 30 ones.<br \/>\nNow there are 30 + 2 = 32 ones to share among 8 groups.<br \/>\nDivide. 32 ones \u00f7 8<br \/>\nMultiply. 8\u00d74 ones<br \/>\nSubtract. 32 ones \u2212 32 ones = 0<\/p>\n<p>So, the quotient is 34 (30 + 4)<\/p>\n<p><strong>Practice: Copy and Solve Divide.<\/strong><\/p>\n<p>Question 8.<br \/>\n516 \u00f7 2 = ______<\/p>\n<p>Answer: 258<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 2 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 2 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 2<br \/>\nMultiply. 2 \u00d7 250 = 500<br \/>\nSubtract. 516\u00a0 \u2212 500 = 16 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 16 ones to share among 2 groups.<br \/>\nDivide. 16 ones \u00f7 2<br \/>\nMultiply. 2\u00d78 ones<br \/>\nSubtract. 16 ones \u2212 16 ones = 0<\/p>\n<p>So, the quotient is 258 (250 + 8)<\/p>\n<p>Question 9.<br \/>\n516 \u00f7 3 = ______<\/p>\n<p>Answer: 172<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 3 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 3 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 3<br \/>\nMultiply. 3 \u00d7 160 = 480<br \/>\nSubtract. 516\u00a0 \u2212 480 = 36 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 36 ones to share among 3 groups.<br \/>\nDivide. 36 ones \u00f7 3<br \/>\nMultiply. 3\u00d712 ones<br \/>\nSubtract. 36 ones \u2212 36 ones = 0<\/p>\n<p>So, the quotient is 172 (160 + 12)<\/p>\n<p>Question 10.<br \/>\n516 \u00f7 4 = ______<\/p>\n<p>Answer: 129<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 4<br \/>\nMultiply. 4 \u00d7 125 = 500<br \/>\nSubtract. 516\u00a0 \u2212 500 = 16 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 16 ones to share among 4 groups.<br \/>\nDivide. 16 ones \u00f7 4<br \/>\nMultiply. 4\u00d74 ones<br \/>\nSubtract. 16 ones \u2212 16 ones = 0<\/p>\n<p>So, the quotient is 129 (125 + 4)<\/p>\n<p>Question 11.<br \/>\n516 \u00f7 5 = ______ R ______<\/p>\n<p>Answer: 103 R 1<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 5<br \/>\nMultiply. 5 \u00d7 100 = 500<br \/>\nSubtract. 516\u00a0 \u2212 500 = 16 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 16 ones to share among 5 groups.<br \/>\nDivide. 16 ones \u00f7 5<br \/>\nMultiply. 5\u00d73 ones<br \/>\nSubtract. 16 ones \u2212 15 ones = 1 one<\/p>\n<p>So, the quotient is 103 (100 + 3) and the remainder is 1<\/p>\n<p>Question 12.<br \/>\nLook back at your answers to Exercises 8\u201311. What happens to the quotient when the divisor increases? Explain.<br \/>\nThe quotient ______<\/p>\n<p>Answer: The quotient gets decreased when we increase the divisor.<\/p>\n<p>Explanation:<\/p>\n<p>Example:<\/p>\n<p>516 \u00f7 4 = ______<\/p>\n<p>Answer: 129<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 4<br \/>\nMultiply. 4 \u00d7 125 = 500<br \/>\nSubtract. 516\u00a0 \u2212 500 = 16 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 16 ones to share among 4 groups.<br \/>\nDivide. 16 ones \u00f7 4<br \/>\nMultiply. 4\u00d74 ones<br \/>\nSubtract. 16 ones \u2212 16 ones = 0<\/p>\n<p>So, the quotient is 129 (125 + 4)<\/p>\n<p>516 \u00f7 5 = ______ R ______<\/p>\n<p>Answer: 103 R 1<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 516. 500 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 50 tens and 16 ones to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 500 \u00f7 5<br \/>\nMultiply. 5 \u00d7 100 = 500<br \/>\nSubtract. 516\u00a0 \u2212 500 = 16 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 16 ones to share among 5 groups.<br \/>\nDivide. 16 ones \u00f7 5<br \/>\nMultiply. 5\u00d73 ones<br \/>\nSubtract. 16 ones \u2212 15 ones = 1 one<\/p>\n<p>So, the quotient is 103 (100 + 3) and the remainder is 1<\/p>\n<p>Question 13.<br \/>\nReggie has 192 pictures of animals. He wants to keep half and then divide the rest equally among three friends. How many pictures will each friend get?<br \/>\n______ pictures<\/p>\n<p>Answer: 32<\/p>\n<p>Explanation:<br \/>\nTotal number of animal pictures = 192<br \/>\nNumber of animal pictures he kept with him = 192 \u00f7 2 = 96<br \/>\nNumber of pictures each of his friends got = 96 \u00f7 3 = 32 pictures<\/p>\n<p>Question 14.<br \/>\nThere are 146 students, 5 teachers, and 8 chaperones going to the theater. To reserve their seats, they need to reserve entire rows. Each row has 8 seats. How many rows must they reserve?<br \/>\n______ rows<\/p>\n<p>Answer: 20 rows<\/p>\n<p>Explanation:<br \/>\nTotal people who went to the theatre = 146 + 5 + 8 = 159<br \/>\nNumber of seats in each row = 8<br \/>\nNumber of rows which must be reserved for the students = 159 \u00f7 8 =19.8 = 20 (approx)<\/p>\n<h3><a id=\"Page_No_256\"><\/a>Page No. 256<\/h3>\n<p>Question 15.<br \/>\nNan wants to put 234 pictures in an album with a blue cover. How many full pages will she have in her album?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-29.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 29\" width=\"239\" height=\"275\" \/><br \/>\na. What do you need to find?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: How many full pages will she have in her album?<br \/>\nWe can find number of pictures in blue pages?<br \/>\nWe can find number of pictures in green pages?<br \/>\nWe can find number of pictures in red pages?<\/p>\n<p>Explanation:<\/p>\n<p>Question 15.<br \/>\nb. How will you use division to find the number of full pages?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: Since the total number of pictures and the number of colour pages are given we can divide the total number of pictures are the number of pages to find the number of full pages.<\/p>\n<p>Explanation:<br \/>\nTotal number of pictures =234<br \/>\nNumber of pictures per page = 4 + 6+ 8 = 18<br \/>\nNumber of full pages\u00a0 = 234 \u00f7 18 =13<\/p>\n<p>Question 15.<br \/>\nc. Show the steps you will use to solve the problem.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 13<\/p>\n<p>Explanation:<br \/>\nTotal number of pictures =234<br \/>\nNumber of pictures per page = 4 + 6+ 8 = 18<br \/>\nNumber of full pages\u00a0 = 234 \u00f7 18 =13<\/p>\n<p>Question 15.<br \/>\nd. Complete the following sentences.<br \/>\nNan has _______ pictures.<br \/>\nShe wants to put the pictures in an album with pages that each hold _______ pictures.<br \/>\nShe will have an album with _______ full pages and _______ pictures on another page.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 234 pictures, 18 pictures, 13 full pages, 0 pictures on another page<\/p>\n<p>Explanation:<br \/>\nTotal number of pictures =234<br \/>\nNumber of pictures per page = 4 + 6+ 8 = 18<br \/>\nNumber of full pages\u00a0 = 234 \u00f7 18 =13 full pages<\/p>\n<p>Since the remainder is 0 the number of pictures on another page = 0<\/p>\n<p>Question 16.<br \/>\nMr. Parsons bought 293 apples to make pies for his shop. Six apples are needed for each pie. If Mr. Parsons makes the greatest number of apple pies possible, how many apples will be left?<br \/>\n_____ pies _____ apples left over.<\/p>\n<p>Answer: 48 pies and 5 apples are leftover<\/p>\n<p>Explanation:<br \/>\nTotal number of apples= 293<br \/>\nNumber of apples that make a pie = 6<br \/>\nNumber of pies = Quotient of 293 \u00f7 6 = 48<br \/>\nNumber of apples leftover = 5<\/p>\n<p>Question 17.<br \/>\nCarol needs to divide 320 stickers equally among 4 classes. In which place is the first digit of the quotient? Choose the word that completes the sentence.<br \/>\nThe first digit of the quotient is in the <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-30.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 30\" width=\"93\" height=\"118\" \/> place.<br \/>\n_________<\/p>\n<p>Answer: tens<\/p>\n<p>Explanation:<br \/>\nTotal number of stickers = 320<br \/>\nNumber of classes = 4<br \/>\nNumber of stickers in each class = Quotient of 320 \u00f7 4 = 80<br \/>\nThe first digit of quotient is in the tens place.<\/p>\n<h3><a id=\"Common_Core_Page_No_257\"><\/a>Common Core &#8211; Page No. 257<\/h3>\n<p><strong>Place the First Digit<\/strong><\/p>\n<p><strong>Divide.<\/strong><\/p>\n<p>Question 1.<br \/>\n62<br \/>\n&#8212;&#8212;-<br \/>\n3)\\(\\overline { 186 } \\)<br \/>\n-18<br \/>\n&#8212;&#8212;-<br \/>\n06<br \/>\n-6<br \/>\n&#8212;&#8212;-<br \/>\n0<\/p>\n<p>Answer: 62<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 186. 180 hundred can be shared among 3 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 18 tens and 6 ones to share among 3 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 180 \u00f7 3<br \/>\nMultiply. 3 \u00d7 60 = 180<br \/>\nSubtract. 186\u00a0 \u2212 180 = 6 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 6 ones to share among 3 groups.<br \/>\nDivide. 6 ones \u00f7 3<br \/>\nMultiply. 2\u00d73 ones<br \/>\nSubtract. 6 ones \u2212 2 ones =0 one<\/p>\n<p>So, the quotient is 62 (60 + 2) and the remainder is 0<\/p>\n<p>Question 2.<br \/>\n4)\\(\\overline { 298 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 298. 280 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 28 tens and 18 ones to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 280 \u00f7 4<br \/>\nMultiply. 4 \u00d7 70 = 280<br \/>\nSubtract. 280\u00a0 \u2212 280 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 18 ones to share among 4 groups.<br \/>\nDivide. 18 ones \u00f7 4<br \/>\nMultiply. 4\u00d74 ones<br \/>\nSubtract. 18 ones \u2212 16 ones = 2 ones<\/p>\n<p>So, the quotient is 74 (70 + 4) and the remainder is 2<\/p>\n<p>Question 3.<br \/>\n3)\\(\\overline { 461 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 153<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 461. 450 hundred can be shared among 3 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 45 tens and 11 ones to share among 3 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 450 \u00f7 3<br \/>\nMultiply. 3 \u00d7 150 = 450<br \/>\nSubtract. 450\u00a0 \u2212 450 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 11 ones to share among 3 groups.<br \/>\nDivide. 11 ones \u00f7 3<br \/>\nMultiply. 3\u00d73 ones<br \/>\nSubtract. 11 ones \u2212 9 ones = 2 ones<\/p>\n<p>So, the quotient is 153 (150 + 3) and the remainder is 2<\/p>\n<p>Question 4.<br \/>\n9)\\(\\overline { 315 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 35<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 315. 310 hundred can be shared among 9 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 31 tens and 5 ones to share among 9 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide.310 \u00f7 9<br \/>\nMultiply. 9 \u00d7 30 = 270<br \/>\nSubtract. 310\u00a0 \u2212 270 = 40 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 40 + 5 = 45 ones to share among 9 groups.<br \/>\nDivide. 45 ones \u00f7 9<br \/>\nMultiply. 5\u00d79 ones<br \/>\nSubtract. 45 ones \u2212 45 ones = 0 ones<\/p>\n<p>So, the quotient is 35 (30 + 5) and the remainder is 0<\/p>\n<p>Question 5.<br \/>\n2)\\(\\overline { 766 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 383<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 766. 760 hundred can be shared among 2 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 76 tens and 6 ones to share among 2 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 760 \u00f7 2<br \/>\nMultiply. 2 \u00d7 380 = 760<br \/>\nSubtract. 760\u00a0 \u2212 760 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 6 ones to share among 2 groups.<br \/>\nDivide. 6 ones \u00f7 2<br \/>\nMultiply. 2\u00d73 ones<br \/>\nSubtract. 6 ones \u2212 6 ones = 0 ones<\/p>\n<p>So, the quotient is 383 (380 + 3) and the remainder is 0<\/p>\n<p>Question 6.<br \/>\n4)\\(\\overline { 604 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 151<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 604. 600 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 60 tens and 4 ones to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 600 \u00f7 4<br \/>\nMultiply. 4 \u00d7 150 = 600<br \/>\nSubtract. 600\u00a0 \u2212 600 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 4 ones to share among 4 groups.<br \/>\nDivide. 4 ones \u00f7 4<br \/>\nMultiply. 4\u00d71 ones<br \/>\nSubtract. 4 ones \u2212 4 ones = 0 ones<\/p>\n<p>So, the quotient is 151 (150 + 1) and the remainder is 0<\/p>\n<p>Question 7.<br \/>\n6)\\(\\overline { 796 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 132<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 796. 790 hundred can be shared among 6 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 79 tens and 6 ones to share among 6 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 790 \u00f7 6<br \/>\nMultiply. 6 \u00d7 131 = 786<br \/>\nSubtract. 790\u00a0 \u2212 786 = 4 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 4 + 6 = 10 ones to share among 6 groups.<br \/>\nDivide. 10 ones \u00f7 6<br \/>\nMultiply. 6\u00d71 ones<br \/>\nSubtract. 10 ones \u2212 6 ones = 4 ones<\/p>\n<p>So, the quotient is 132 (131 + 1) and the remainder is 4<\/p>\n<p>Question 8.<br \/>\n5)\\(\\overline { 449 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 89<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 449. 440 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 44 tens and 9 ones to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 440 \u00f7 5<br \/>\nMultiply. 5 \u00d7 88 = 440<br \/>\nSubtract. 440\u00a0 \u2212 440 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 9 ones to share among 5 groups.<br \/>\nDivide. 9 ones \u00f7 5<br \/>\nMultiply. 5\u00d71 ones<br \/>\nSubtract. 9 ones \u2212 5 ones = 4 ones<\/p>\n<p>So, the quotient is 89 (88 + 1) and the remainder is 4<\/p>\n<p>Question 9.<br \/>\n6)\\(\\overline { 756 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 126<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 756. 750 hundred can be shared among 6 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 75 tens and 6 ones to share among 6 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 750 \u00f7 6<br \/>\nMultiply. 6 \u00d7 125 = 750<br \/>\nSubtract. 750\u00a0 \u2212 750 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 6 ones to share among 6 groups.<br \/>\nDivide. 6 ones \u00f7 6<br \/>\nMultiply. 6\u00d71 ones<br \/>\nSubtract. 6 ones \u2212 6 ones =\u00a0 0 ones<\/p>\n<p>So, the quotient is 126 (125 + 1) and the remainder is 0<\/p>\n<p>Question 10.<br \/>\n7)\\(\\overline { 521 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 74<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 521. 520 hundred can be shared among 7 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 52 tens and 1 one to share among 7 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 520 \u00f7 7<br \/>\nMultiply. 7 \u00d7 74 = 518<br \/>\nSubtract. 520\u00a0 \u2212 518 = 2 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 2 + 1 = 3 ones to share among 7 groups.<br \/>\nDivide. 3 ones \u00f7 7 (not possible)<\/p>\n<p>So, the quotient is 74\u00a0 and the remainder is 3<\/p>\n<p>Question 11.<br \/>\n5)\\(\\overline { 675 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 135<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 675. 670 hundred can be shared among 5 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 67 tens and 5 ones to share among 5 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 670 \u00f7 5<br \/>\nMultiply. 5 \u00d7 134 = 670<br \/>\nSubtract. 670\u00a0 \u2212 670 = 0 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 5 ones to share among 5 groups.<br \/>\nDivide. 5 ones \u00f7 5<br \/>\nMultiply. 5\u00d71 ones<br \/>\nSubtract. 5 ones \u2212 5 ones = 0 ones<\/p>\n<p>So, the quotient is 135 (134 + 1) and the remainder is 0<\/p>\n<p>Question 12.<br \/>\n8)\\(\\overline { 933 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 116<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 933. 930 hundred can be shared among 8 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 93 tens and 3 ones to share among 8 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the tens.<br \/>\nDivide. 930 \u00f7 8<br \/>\nMultiply. 8 \u00d7 116 = 928<br \/>\nSubtract. 930\u00a0 \u2212 928 = 2 ones<br \/>\nSTEP 3 Divide the ones.<br \/>\nNow there are 2 + 3 = 5 ones to share among 8 groups.<br \/>\nDivide. 5 ones \u00f7 8 (not possible)<\/p>\n<p>So, the quotient is 116 (100 + 3) and the remainder is 5<\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p>Question 13.<br \/>\nThere are 132 projects in the science fair. If 8 projects can fit in a row, how many full rows of projects can be made? How many projects are in the row that is not full?<br \/>\n_____ full rows<br \/>\n_____ projects in the non-full row<\/p>\n<p>Answer: 16 full rows and 4 projects in the non-full row<\/p>\n<p>Explanation:<br \/>\nTotal number of projects = 132<br \/>\nNumber of projects placed in full row = 8<br \/>\nNumber of rows having full projects =Quotient of\u00a0 132 \u00f7 8 = 16<br \/>\nNumber of projects in the non-full row = Remainder of 132 \u00f7 8 = 4<\/p>\n<p>Question 14.<br \/>\nThere are 798 calories in six 10-ounce bottles of apple juice. How many calories are there in one 10-ounce bottle of apple juice?<br \/>\n_____ R _____ calories in one 10-ounce bottles of juice<\/p>\n<p>Answer: 133 calories<\/p>\n<p>Explanation:<br \/>\nNumber of calories in 6 bottles of apple juice = 798<br \/>\nNumber of calories in each bottle = 798 \u00f76 = 133 calories<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_258\"><\/a>Common Core &#8211; Page No. 258<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nTo divide 572 \u00f7 4, Stanley estimated to place the first digit of the quotient. In which place is the first digit of the quotient?<br \/>\nOptions:<br \/>\na. ones<br \/>\nb. tens<br \/>\nc. hundreds<br \/>\nd. thousands<\/p>\n<p>Answer: c. hundreds<\/p>\n<p>Explanation:<br \/>\nThe quotient of\u00a0 572\u00f7 4 is 143<br \/>\nSTEP 1 Use place value to place the first digit. Look at the hundreds in 572. 560 hundred can be shared among 4 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 1 ten to share among 4 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<\/p>\n<p>Question 2.<br \/>\nOnetta biked 325 miles in 5 days. If she biked the same number of miles each day, how far did she bike each day?<br \/>\nOptions:<br \/>\na. 1,625 miles<br \/>\nb. 320 miles<br \/>\nc. 65 miles<br \/>\nd. 61 miles<\/p>\n<p>Answer: c. 65 miles<\/p>\n<p>Explanation:<br \/>\nTotal number of miles biked = 325 miles<br \/>\nNumber of days biked = 5<br \/>\nNumber of miles biked on each day = Quotient of 325 \u00f7 5 = 65<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nMort makes beaded necklaces that he sells for $32 each. About how much will Mort make if he sells 36 necklaces at the local art fair?<br \/>\nOptions:<br \/>\na. $120<br \/>\nb. $900<br \/>\nc. $1,200<br \/>\nd. $1,600<\/p>\n<p>Answer: c. $1,200<\/p>\n<p>Explanation:<br \/>\nCost of each beaded necklace = $32<br \/>\nNumber of necklaces = 36<br \/>\nThe total cost of the necklaces = $32 x 36 = $1,200 (approx)<\/p>\n<p>Question 4.<br \/>\nWhich is the best estimate of 54 \u00d7 68?<br \/>\nOptions:<br \/>\na. 4,200<br \/>\nb. 3,500<br \/>\nc. 3,000<br \/>\nd. 350<\/p>\n<p>Answer: b. 3,500<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-5918\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/6.png\" alt=\"\" width=\"130\" height=\"143\" \/><br \/>\nTaking the terms nearest to the 54 x 68 as 54 x 65 = 3510 = 3500 (approx)<\/p>\n<p>Question 5.<br \/>\nMs. Eisner pays $888 for 6 nights in a hotel. How much does Ms. Eisner pay per night?<br \/>\nOptions:<br \/>\na. $5,328<br \/>\nb. $882<br \/>\nc. $148<br \/>\nd. $114<\/p>\n<p>Answer: c. $148<\/p>\n<p>Explanation:<br \/>\nTotal pays of Ms Eisner in a hotel = $888<br \/>\nNumber of nights = 6<br \/>\nAmount Ms Eisner pay per night = $888 \u00f7 6 = $148<\/p>\n<p>Question 6.<br \/>\nWhich division problem does the model show?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-31.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 31\" width=\"204\" height=\"91\" \/><br \/>\nOptions:<br \/>\na. 42 \u00f7 3<br \/>\nb. 44 \u00f73<br \/>\nc. 51 \u00f7 3<br \/>\nd. 54 \u00f7 3<\/p>\n<p>Answer: d. 54 \u00f7 3<\/p>\n<p>Explanation:<br \/>\nNumber of counters in each model = 18<br \/>\nNumber of models = 3<br \/>\nTotal number of counters = 18 x 3 = 54<br \/>\nTherefore the model displays =\u00a054 \u00f7 3<\/p>\n<h3><a id=\"Page_No_261\"><\/a>Page No. 261<\/h3>\n<p>Question 1.<br \/>\nOllie used 852 beads to make 4 bracelets. He put the same number of beads on each bracelet. How many beads does each bracelet have? Check your answer.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-32.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 32\" width=\"331\" height=\"63\" \/><br \/>\nDivide\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Check<br \/>\n2<br \/>\n4)\\(\\overline { 852 } \\)<br \/>\nSo, each bracelet has _____ beads.<br \/>\n_____ beads<\/p>\n<p>Answer: 213<\/p>\n<p>Explanation:<br \/>\nTotal number of beads =852<br \/>\nNumber of bracelets = 4<br \/>\nNumber of beads in each bracelet = 852 \u00f7 4 = 213<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5919\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/7-300x268.png\" alt=\"\" width=\"300\" height=\"268\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/7-300x268.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/7.png 343w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><strong>Divide and check.<\/strong><\/p>\n<p>Question 2.<br \/>\n2)\\(\\overline { 394 } \\)<br \/>\n_____<\/p>\n<p>Answer: 197<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5920\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/8-300x277.png\" alt=\"\" width=\"300\" height=\"277\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/8-300x277.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/8.png 340w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 3.<br \/>\n2)\\(\\overline { 803 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 401 R 1<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5921\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/9-300x261.png\" alt=\"\" width=\"300\" height=\"261\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/9-300x261.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/9.png 355w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 4.<br \/>\n3)\\(\\overline { 3,448 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 1149 R 1<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the thousands in 3,448. 3 thousand can be shared among 3 groups without regrouping. The first digit of the quotient will be in the thousands place.<br \/>\nSTEP 2 Divide the thousands.<br \/>\nSTEP 3 Divide the hundreds.<br \/>\nSTEP 4 Divide the tens.<br \/>\nSTEP 5 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5922\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/10-279x300.png\" alt=\"\" width=\"279\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/10-279x300.png 279w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/10.png 350w\" sizes=\"(max-width: 279px) 100vw, 279px\" \/><\/p>\n<p>Question 5.<br \/>\n2)\\(\\overline { 816 } \\)<br \/>\n_____<\/p>\n<p>Answer: 408<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5923\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/11-300x280.png\" alt=\"\" width=\"300\" height=\"280\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/11-300x280.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/11.png 346w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 6.<br \/>\n4)\\(\\overline { 709 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer: 177 R 1<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5925\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/12-300x268.png\" alt=\"\" width=\"300\" height=\"268\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/12-300x268.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/12.png 363w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 7.<br \/>\n3)\\(\\overline { 267 } \\)<br \/>\n_____<\/p>\n<p>Answer: 89<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-5926\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/13-300x231.png\" alt=\"\" width=\"300\" height=\"231\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/13-300x231.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/13.png 329w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 8.<br \/>\nThe flower shop received a shipment of 248 pink roses and 256 red roses. The shop owner uses 6 roses to make one arrangement. How many arrangements can the shop owner make if he uses all the roses?<br \/>\n_____ arrangement<\/p>\n<p>Answer: 84 arrangements<\/p>\n<p>Explanation:<br \/>\nNumber of pink roses = 248<br \/>\nNumber of red roses = 256<br \/>\nTotal number of roses = 504<br \/>\nNumber of roses in each arrangement = 6<br \/>\nNumber of arrangements = 504 \u00f7 6 = 84<\/p>\n<h3><a id=\"Page_No_262\"><\/a>Page No. 262<\/h3>\n<p><strong>Use the table for 9\u201311.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-33.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 33\" width=\"285\" height=\"242\" \/><\/p>\n<p>Question 9.<br \/>\nFour teachers bought 10 origami books and 100 packs of origami paper for their classrooms. They will share the cost of the items equally. How much should each teacher pay?<br \/>\n_____ $<\/p>\n<p>Answer: $210<\/p>\n<p>Explanation:<br \/>\nNumber of origami books = 10<br \/>\nCost of each origami book = $24<br \/>\nTotal cost of origami books = $24 x 10 = $240<br \/>\nNumber of origami papers = 100<br \/>\nCost of each origami book = $6<br \/>\nTotal cost of origami books = $6 x 100 = $600<br \/>\nTotal cost of items = $240 + $600 = $840<br \/>\nNumber of teachers = 4<br \/>\nCost earned by each teacher = $840 \u00f7 4 = $210<\/p>\n<p>Question 10.<br \/>\nCommunicate Six students shared equally the cost of 18 of one of the items in the chart. Each student paid $24. What item did they buy? Explain how you found your answer.<br \/>\n__________<\/p>\n<p>Answer: The students bought origami kit.<\/p>\n<p>Explanation:<br \/>\nNumber of students = 6<br \/>\nNumber of items they bought = 18<br \/>\nAmount each student paid = $24<br \/>\nThe total amount paid = $24 x 6 =$144<br \/>\nThe item they bought can be found by knowing the cost of the item:<br \/>\nCost of the item=<br \/>\nThe total amount paid \u00f7 Number of items =\u00a0 144 \u00f7 18 = $8<br \/>\nTherefore the item is origami kit.<\/p>\n<p>Question 11.<br \/>\nMs Alvarez has $1,482 to spend on origami paper. How many packs can she buy?<br \/>\n_____ packs<\/p>\n<p>Answer: 247<\/p>\n<p>Explanation:<br \/>\nCost of origami paper = $6<br \/>\nAmount Ms Alvarez was supposed to spend on origami paper = $1,482<br \/>\nNumber of packs bought = $1,482 \u00f7 $6 = 247<\/p>\n<p>Question 12.<br \/>\nEvan made origami cranes with red, blue, and yellow paper. The number of cranes in each color is the same. If there are 342 cranes, how many of them are blue or yellow?<br \/>\n_____ blue, or yellow<\/p>\n<p>Answer: 114<\/p>\n<p>Explanation:<br \/>\nEvan made origami cranes with red, blue, and yellow paper.<br \/>\nThe number of cranes in each colour is the same.<br \/>\nTotal number of cranes = 342<br \/>\nNumber of cranes of each colour = 342 \u00f7 3 = 114<br \/>\nTherefore there are 114 cranes of blue and yellow.<\/p>\n<p>Question 13.<br \/>\nOn Monday 336 fourth graders went on a field trip to a local park. The teachers divided the students into 8 groups.<br \/>\nUse a basic fact. Estimate the number of students in each group. Show your work.<br \/>\n_____ about<\/p>\n<p>Answer: 42<\/p>\n<p>Explanation:<br \/>\nTotal number who went to the field trip = 336<br \/>\nNumber of groups into which they were divided = 8 groups<br \/>\nNumber of students in each group = 336 \u00f7 8 = 42 students<\/p>\n<h3><a id=\"Common_Core_Page_No_263\"><\/a>Common Core &#8211; Page No. 263<\/h3>\n<p><strong>Divide by 1-Digit Numbers<\/strong><\/p>\n<p><strong>Divide and check.<\/strong><\/p>\n<p>Question 1.<br \/>\n318<br \/>\n2)\\(\\overline { 636 } \\) 318<br \/>\n-6\u00a0 \u00a0 \u00a0 \u00a0\u00d7 2<br \/>\n&#8212;&#8212;\u00a0 \u00a0&#8212;&#8212;-<br \/>\n03\u00a0 \u00a0 636<br \/>\n-2<br \/>\n&#8212;&#8212;<br \/>\n16<br \/>\n-16<br \/>\n&#8212;&#8212;-<br \/>\n0<\/p>\n<p>Answer: 318<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6115\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/15-300x261.png\" alt=\"\" width=\"300\" height=\"261\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/15-300x261.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/15.png 354w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 2.<br \/>\n4)\\(\\overline { 631 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6116\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/16-300x283.png\" alt=\"\" width=\"300\" height=\"283\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/16-300x283.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/16.png 347w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 3.<br \/>\n8)\\(\\overline { 906 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit.\u00a0 The first digit of the quotient will be in the hundreds place.<br \/>\nSTEP 2 Divide the hundreds.<br \/>\nSTEP 3 Divide the tens.<br \/>\nSTEP 4 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6117\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/17-300x295.png\" alt=\"\" width=\"300\" height=\"295\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/17-300x295.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/17.png 334w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 4.<br \/>\n6)\\(\\overline { 6,739 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the thousands in 6,739. 6 thousand can be shared among 6 groups without regrouping. The first digit of the quotient will be in the thousands place.<br \/>\nSTEP 2 Divide the thousands.<br \/>\nSTEP 3 Divide the hundreds.<br \/>\nSTEP 4 Divide the tens.<br \/>\nSTEP 5 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6118\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/18-275x300.png\" alt=\"\" width=\"275\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/18-275x300.png 275w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/18.png 355w\" sizes=\"(max-width: 275px) 100vw, 275px\" \/><\/p>\n<p>Question 5.<br \/>\n4)\\(\\overline { 2,328 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the thousands in 2,328. 2 thousand can be shared among 4 groups without regrouping. The first digit of the quotient will be in the thousands place.<br \/>\nSTEP 2 Divide the thousands.<br \/>\nSTEP 3 Divide the hundreds.<br \/>\nSTEP 4 Divide the tens.<br \/>\nSTEP 5 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6119\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/19-300x275.png\" alt=\"\" width=\"300\" height=\"275\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/19-300x275.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/19.png 341w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 6.<br \/>\n5)\\(\\overline { 7,549 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Use place value to place the first digit. Look at the thousands in 7,549. 7 thousand can be shared among 5 groups without regrouping. The first digit of the quotient will be in the thousands place.<br \/>\nSTEP 2 Divide the thousands.<br \/>\nSTEP 3 Divide the hundreds.<br \/>\nSTEP 4 Divide the tens.<br \/>\nSTEP 5 Divide the ones.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6120\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/20-281x300.png\" alt=\"\" width=\"281\" height=\"300\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/20-281x300.png 281w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/20.png 364w\" sizes=\"(max-width: 281px) 100vw, 281px\" \/><\/p>\n<p><em><strong>Problem Solving<\/strong><\/em><\/p>\n<p><strong>Use the table for 7 and 8.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-34.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 34\" width=\"279\" height=\"154\" \/><\/p>\n<p>Question 7.<br \/>\nThe Briggs rented a car for 5 weeks. What was the cost of their rental car per week?<br \/>\n$ _____<\/p>\n<p>Answer: $197<\/p>\n<p>Explanation:<br \/>\nCost of the car of Briggs = $985<br \/>\nNumber of weeks = 5<br \/>\nCost of rent per week = $985 \u00f7 5 =$ 197<\/p>\n<p>Question 8.<br \/>\nThe Lees rented a car for 4 weeks. The Santos rented a car for 2 weeks. Whose weekly rental cost was lower? Explain.<br \/>\nThe rental cost of _____<\/p>\n<p>Answer: Weekly rental cost was lower for Lees compared to Santos<\/p>\n<p>Explanation:<br \/>\nCost of the car of Lees = $632<br \/>\nNumber of weeks = 4<br \/>\nCost of rent per week = $632 \u00f7 4 =$ 158<\/p>\n<p>Cost of the car of Santos = $328<br \/>\nNumber of weeks = 2<br \/>\nCost of rent per week = $328 \u00f7 2 =$ 164<br \/>\nTherefore weekly rental cost was lower for Lees compared to Santos.<\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_264\"><\/a>Common Core &#8211; Page No. 264<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nWhich expression can be used to check<br \/>\nthe quotient 646 \u00f7 3?<br \/>\nOptions:<br \/>\na. (251 \u00d7 3) + 1<br \/>\nb. (215 \u00d7 3) + 2<br \/>\nc. (215 \u00d7 3) + 1<br \/>\nd. 646 \u00d7 3<\/p>\n<p>Answer: c. (215 \u00d7 3) + 1<\/p>\n<p>Explanation:<br \/>\nMultiply 215 x 3 = 645<br \/>\nThen add 1 to 645<br \/>\nThen the dividend is 645 + 1 = 646<\/p>\n<p>Question 2.<br \/>\nThere are 8 volunteers at the telethon. The goal for the evening is to raise $952. If each volunteer raises the same amount, what is the minimum amount each needs to raise to meet the goal?<br \/>\nOptions:<br \/>\na. $7,616<br \/>\nb. $944<br \/>\nc. $119<br \/>\nd. $106<\/p>\n<p>Answer: a. $7,616<\/p>\n<p>Explanation:<br \/>\nNumber of volunteers = 8<br \/>\nAmount raised by each volunteer = $952<br \/>\nTotal amount raised = $952 x 8 = $7,616<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-6121\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/21.png\" alt=\"\" width=\"133\" height=\"124\" \/><\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nWhich product is shown by the model?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-35.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 35\" width=\"279\" height=\"103\" \/><br \/>\nOptions:<br \/>\na. 5 \u00d7 15 = 75<br \/>\nb. 5 \u00d7 16 = 80<br \/>\nc. 5 \u00d7 17 = 75<br \/>\nd. 5 \u00d7 17 = 85<\/p>\n<p>Answer: d. 5 \u00d7 17 = 85<\/p>\n<p>Explanation:<br \/>\nBy counting the number of counters we can give the expression.<br \/>\nNumber of counters in one row = 17<br \/>\nNumber of rows = 5<br \/>\nTherefore the expression =\u00a05 \u00d7 17 = 85<\/p>\n<p>Question 4.<br \/>\nThe computer lab at a high school ordered 26 packages of CDs. There were 50 CDs in each package. How many CDs did the computer lab order?<br \/>\nOptions:<br \/>\na. 1,330<br \/>\nb. 1,300<br \/>\nc. 1,030<br \/>\nd. 130<\/p>\n<p>Answer: b. 1,300<\/p>\n<p>Explanation:<br \/>\nNumber of packages = 26<br \/>\nNumber of CDs in each pack = 50<br \/>\nTotal number of CDs the computer lab ordered = 26 x 50 = 1,300<\/p>\n<p>Question 5.<br \/>\nWhich of the following division problems has a quotient with the first digit in the hundreds place?<br \/>\nOptions:<br \/>\na. 892 \u00f7 9<br \/>\nb. 644 \u00f7 8<br \/>\nc. 429 \u00f7 5<br \/>\nd. 306 \u00f7 2<\/p>\n<p>Answer: d. 306 \u00f7 2<\/p>\n<p>Explanation:<br \/>\nUse place value to place the first digit. Look at the hundreds in 306. 300 hundred can be shared among 2 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 30 tens and 6 ones to share among 2 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<\/p>\n<p>Question 6.<br \/>\nSharon has 64 ounces of juice. She is going to use the juice to fill as many 6-ounce glasses as possible. She will drink the leftover juice. How much juice will Sharon drink?<br \/>\nOptions:<br \/>\na. 4 ounces<br \/>\nb. 6 ounces<br \/>\nc. 10 ounces<br \/>\nd. 12 ounces<\/p>\n<p>Answer: a. 4 ounces<\/p>\n<p>Explanation:<br \/>\nThe total quantity of juice = 64 ounces<br \/>\nQuantity of juice she filled = 6 ounces<br \/>\nQuantity of juice she drank = Remainder of 64 \u00f7\u00a0 6 = 4<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6122\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/22-300x224.png\" alt=\"\" width=\"300\" height=\"224\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/22-300x224.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/22.png 340w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<h3><a id=\"Page_No_267\"><\/a>Page No. 267<\/h3>\n<p>Question 1.<br \/>\nA firehouse pantry has 52 cans of vegetables and 74 cans of soup. Each shelf holds 9 cans. What is the least number of shelves needed for all the cans?<br \/>\nFirst, draw a bar model for the total number of cans.<br \/>\nNext, add to find the total number of cans.<br \/>\nThen, draw a bar model to show the number of shelves needed.<br \/>\nFinally, divide to find the number of shelves needed.<br \/>\nSo, _______ shelves are needed to hold all of the cans.<br \/>\n_______ shelves<\/p>\n<p>Answer: 14<\/p>\n<p>Explanation:<br \/>\nNumber of vegetable cans = 52<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-6127\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" alt=\"\" width=\"170\" height=\"72\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-6128\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/24.png\" alt=\"\" width=\"77\" height=\"67\" \/><br \/>\nNumber of soup cans = 74<\/p>\n<p><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><\/p>\n<p><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img loading=\"lazy\" class=\"alignnone size-full wp-image-6129\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/26.png\" alt=\"\" width=\"135\" height=\"75\" \/><br \/>\nTotal number of cans = 74 +52 = 126<br \/>\n126 \u00f7 9 = 14<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6141\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/32-300x58.png\" alt=\"\" width=\"300\" height=\"58\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/32-300x58.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/32.png 433w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nSo, 14 shelves are needed to hold all of the cans.<\/p>\n<p>Question 2.<br \/>\nWhat if 18 cans fit on a shelf? What is the least number of shelves needed? Describe how your answer would be different.<br \/>\n_______ shelves<\/p>\n<p>Answer: 7 shelves<\/p>\n<p>Explanation:<br \/>\nTotal number of cans = 126<br \/>\nNumber of cans which can fit in one shelf = 18<br \/>\nNumber of shelves required to place all the cans = 126 \u00f7 18 = 7 shelves<\/p>\n<p>Question 3.<br \/>\nJulio\u2019s dad bought 10 dozen potatoes. The potatoes were equally divided into 6 bags. How many potatoes are in each bag?<br \/>\n_______ potatoes<\/p>\n<p>Answer: 20 potatoes<\/p>\n<p>Explanation:<br \/>\nTotal number of potatoes = 10 dozens x 12 = 120<br \/>\nNumber of bags = 6<br \/>\nNumber of potatoes in each bag = 120 \u00f7 6 = 20<\/p>\n<p>Question 4.<br \/>\nAt the garden shop, each small tree costs $125 and each large tree costs $225. How much will 3 small trees and 1 large tree cost?<br \/>\n$ _______<\/p>\n<p>Answer: $600<\/p>\n<p>Explanation:<br \/>\nNumber of small trees = 3<br \/>\nCost of each small tree = $125<br \/>\nTotal cost of the small trees = $125 x 3 = $375<br \/>\nNumber of large trees = 1<br \/>\nCost of each large tree = $225<br \/>\nTotal cost of the plants = $375 + $225 = $600<\/p>\n<h3>Page No. 268<\/h3>\n<p>Question 5.<br \/>\nMs Johnson bought 6 bags of balloons. Each bag has 25 balloons. She fills all the balloons and puts 5 balloons in each bunch. How many bunches can she make?<br \/>\n_______ bunches<\/p>\n<p>Answer: 30<\/p>\n<p>Explanation:<br \/>\nNumber of bags = 6<br \/>\nNumber of ballons in each bag = 25<br \/>\nTotal number of ballons = 25 x 6 = 150<br \/>\nNumber of ballons in each bunch = 5<br \/>\nNumber of bunches = Total number of ballons \u00f7 Number of ballons in each bunch = 150 \u00f7 5 = 30<\/p>\n<p>Question 6.<br \/>\nAn adult\u2019s dinner costs $8. A family of 2 adults and 2 children pays $26 for their dinners. How much does a child\u2019s dinner cost? Explain.<br \/>\n$ _______<\/p>\n<p>Answer: $10<\/p>\n<p>Explanation:<br \/>\nNumber of adults = 2<br \/>\nNumber of children = 2<br \/>\nCost of dinner of an adult = $8<br \/>\nThe total cost of dinner of the adults = $8 x 2 = $16<br \/>\nTotal amount paid = $26<br \/>\nAmount spent on children dinner = $26 &#8211; $16 = $10<br \/>\nCost of dinner for the diner = $10 \u00f7 2 = $5<\/p>\n<p>Question 7.<br \/>\nCommunicate Use the table at the right. Maria bought 80 ounces of apples. She needs 10 apples to make a pie. How many apples will be left over? Explain.<br \/>\n_______ apples<\/p>\n<p>Answer: 6<\/p>\n<p>Explanation:<br \/>\nGiven the average weight of the apples = 5 ounces<br \/>\nMass of apples Maria bought = 80 ounces<br \/>\nNumber of apples =\u00a0 Mass of apples Maria bought \u00f7 average weight of the apples = 80 \u00f7 5 = 16<br \/>\nNumber of apples which make a pie = 10<br \/>\nNumber of apples leftover = 16 &#8211; 10 = 6<\/p>\n<p>Question 8.<br \/>\nTaylor has 16 tacks. She buys 2 packages of 36 tacks each. How many garage sale posters can she put up if she uses 4 tacks for each poster?<br \/>\n_______ posters<\/p>\n<p>Answer: 18<\/p>\n<p>Explanation:<br \/>\nNumber of packages = 2<br \/>\nNumber of posters in each package = 36<br \/>\nTotal number of tacks = 36 x 2 = 72<br \/>\nNumber of tacks for each poster = 4<br \/>\nNumber of garage sale posters = 72 \u00f7 4 = 18<\/p>\n<p>Question 9.<br \/>\nRyan bought 8 dozen bandages for the track team first-aid kit. The bandages were divided equally into 4 boxes. How many bandages are in each box?<br \/>\n_______ bandages<\/p>\n<p>Answer: 24<\/p>\n<p>Explanation:<br \/>\nNumber of bandages bought for the track team first-aid kit = 8 dozens x 12 = 96<br \/>\nNumber of boxes = 4<br \/>\nNumber of bandages in each box = 96 \u00f7 4 = 24<\/p>\n<h3><a id=\"Common_Core_Page_No_269\"><\/a>Common Core &#8211; Page No. 269<\/h3>\n<p><strong>Problem Solving Multistep Division Problems<\/strong><\/p>\n<p><strong>Solve. Draw a diagram to help you.<\/strong><\/p>\n<p>Question 1.<br \/>\nThere are 3 trays of eggs. Each tray holds 30 eggs. How many people can be served if each person eats 2 eggs?<br \/>\n<img loading=\"lazy\" class=\"alignnone\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-36.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 36\" width=\"561\" height=\"265\" \/><br \/>\nThink: What do I need to find? How can I draw a diagram to help?<br \/>\n<span style=\"text-decoration: underline;\">45 people can be served<\/span><\/p>\n<p>Answer: 45 people can be served.<\/p>\n<p>Explanation:<br \/>\nDrawbar models to visualize the information given.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6152\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/34-300x111.png\" alt=\"\" width=\"300\" height=\"111\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/34-300x111.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/34.png 427w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nFirst, draw the model and compare to find the number of eggs they had.<br \/>\nThen we must model and divide to find how many eggs are served to each person.<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6150\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/33-300x54.png\" alt=\"\" width=\"300\" height=\"54\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/33-300x54.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/33-768x139.png 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/33.png 901w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><img loading=\"lazy\" class=\"alignnone size-medium wp-image-6151\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/35-300x64.png\" alt=\"\" width=\"300\" height=\"64\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/35-300x64.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/35-768x163.png 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/35.png 850w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 2.<br \/>\nThere are 8 pencils in a package. How many packages will be needed for 28 children if each child gets 4 pencils?<br \/>\n________ packages<\/p>\n<p>Answer: 14 packages<\/p>\n<p>Explanation:<br \/>\nNumber of pencils in each package = 8<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-6153\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/37.png\" alt=\"\" width=\"129\" height=\"151\" \/><br \/>\nNumber of children = 28<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6154\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/36-300x42.png\" alt=\"\" width=\"300\" height=\"42\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/36-300x42.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/36-1024x145.png 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/36-768x109.png 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/36.png 1082w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nNumber of pencils each child needs = 4<br \/>\nTotal number of pencils = 28 x 4 =112<br \/>\nNumber of packages = 112 \u00f7 8 = 14<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6155\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/38-300x73.png\" alt=\"\" width=\"300\" height=\"73\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/38-300x73.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/38.png 588w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 3.<br \/>\nThere are 3 boxes of tangerines. Each box has 93 tangerines. The tangerines will be divided equally among 9 classrooms. How many tangerines will each classroom get?<br \/>\n________ tangerines<\/p>\n<p>Answer:31<\/p>\n<p>Explanation:<br \/>\nNumber of boxes = 3<br \/>\nNumber of tangerines in each box = 93<br \/>\nTotal number of tangerines = 93 x 3 = 279<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6157\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/41-300x133.png\" alt=\"\" width=\"300\" height=\"133\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/41-300x133.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/41.png 454w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nNumber of classrooms = 9<br \/>\nNumber of tangerines in each classroom = 279 \u00f7 9 = 31<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6158\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/40-300x125.png\" alt=\"\" width=\"300\" height=\"125\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/40-300x125.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/40.png 371w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 4.<br \/>\nMisty has 84 photos from her vacation and 48 photos from a class outing. She wants to put all the photos in an album with 4 photos on each page. How many pages does she need?<br \/>\n______ pages<\/p>\n<p>Answer: 33<\/p>\n<p>Explanation:<br \/>\nNumber of photos from her vacation = 84<br \/>\n<img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/26.png\" \/><br \/>\nNumber of photos from her class outing = 48<br \/>\n<img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/23.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/26.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/26.png\" \/><br \/>\nTotal number of photos = 84 + 48 = 132<br \/>\nNumber of photos in each page = 4<br \/>\nNumber of pages required = 132 \u00f7 4 = 33<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6159\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/42-300x98.png\" alt=\"\" width=\"300\" height=\"98\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/42-300x98.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/42.png 574w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<h3><a id=\"Common_Core_Lesson_Check_Page_No_270\"><\/a>Common Core &#8211; Page No. 270<\/h3>\n<p><em><strong>Lesson Check<\/strong><\/em><\/p>\n<p>Question 1.<br \/>\nGavin buys 89 blue pansies and 86 yellow pansies. He will plant the flowers in 5 rows with an equal number of plants in each row. How many plants will be in each row?<br \/>\nOptions:<br \/>\na. 875<br \/>\nb. 175<br \/>\nc. 35<br \/>\nd. 3<\/p>\n<p>Answer: c. 35<\/p>\n<p>Explanation:<br \/>\nNumber of blue pansies = 89<br \/>\nNumber of yellow pansies = 86<br \/>\nTotal number of pansies = 89 + 86 = 175<br \/>\nNumber of rows = 5<br \/>\nNumber of plants in each row = 175 \u00f7 5 = 35<\/p>\n<p>Question 2.<br \/>\nA pet store receives 7 boxes of cat food. Each box has 48 cans. The store wants to store the cans in equal stacks of 8 cans. How many stacks can be formed?<br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 42<br \/>\nc. 56<br \/>\nd. 336<\/p>\n<p>Answer: b. 42<\/p>\n<p>Explanation:<br \/>\nNumber of boxes of cat food = 7<br \/>\nNumber of cans in a box = 48<br \/>\nTotal number of cans = 48 x 7 = 336<br \/>\nNumber of cans in each stack = 8<br \/>\nNumber of stacks = 336 \u00f7 8 = 42<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nWhat product does the model show?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-37.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers Common Core img 37\" width=\"169\" height=\"101\" \/><br \/>\nOptions:<br \/>\na. 284<br \/>\nb. 304<br \/>\nc. 340<br \/>\nd. 364<\/p>\n<p>Answer: d. 364<\/p>\n<p>Explanation:<br \/>\nLength = 20 +6 = 26<br \/>\nBreadth = 10 + 4 = 14<br \/>\nArea of the rectangle = 26 x 14 = 364<\/p>\n<p>Question 4.<br \/>\nMr. Hatch bought 4 round-trip airplane tickets for $417 each. He also paid $50 in baggage fees. How much did Mr. Hatch spend?<br \/>\nOptions:<br \/>\na. $467<br \/>\nb. $1,698<br \/>\nc. $1,718<br \/>\nd. $16,478<\/p>\n<p>Answer: c. $1,718<\/p>\n<p>Explanation:<br \/>\nCost of each ticket of the airplane = $417<br \/>\nCost baggage fees = $50<br \/>\nNumber of trips of the airplane = 5<br \/>\nCost of the trips = $417 x 5 = $1,668<br \/>\nThe total cost of the trip = $1,668 + $50 = $1,718<\/p>\n<p>Question 5.<br \/>\nMae read 976 pages in 8 weeks. She read the same number of pages each week. How many pages did she read each week?<br \/>\nOptions:<br \/>\na. 109<br \/>\nb. 120<br \/>\nc. 122<br \/>\nd. 984<\/p>\n<p>Answer: c. 122<\/p>\n<p>Explanation:<br \/>\nTotal number of pages = 976<br \/>\nNumber of weeks = 8<br \/>\nNumber of pages Mae read in each week = 976 \u00f7 8 = 122<\/p>\n<p>Question 6.<br \/>\nYolanda and her 3 brothers shared a box of 156 toy dinosaurs. About how many dinosaurs did each child get?<br \/>\nOptions:<br \/>\na. 40<br \/>\nb. 50<br \/>\nc. 60<br \/>\nd. 80<\/p>\n<p>Answer: b. 50<\/p>\n<p>Explanation:<br \/>\nTotal number of\u00a0 toy dinosaurs = 156<br \/>\nNumber of brothers = 3<br \/>\nNumber of toy dinosaurs each brother got = 156 \u00f7 3 = 50<\/p>\n<h3><a id=\"Page_No_271\"><\/a>Page No. 271<\/h3>\n<p>Question 1.<br \/>\nThere are 9 showings of a film about endangered species at the science museum. A total of 459 people saw the film. The same number of people were at each showing. About how many people were at each showing? Select the numbers the quotient is between.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-38.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 38\" width=\"699\" height=\"85\" \/><br \/>\nOptions:<br \/>\nA. 40<br \/>\nB. 50<br \/>\nC. 60<br \/>\nD. 70<br \/>\nE. 80<\/p>\n<p>Answer: B. 50 C. 60 The quotient is between 50 and 60<\/p>\n<p>Explanation:<br \/>\nNumber of people at the showings = 459<br \/>\nNumber of showings of a film = 9<br \/>\nNumber of people at each showing = Quotient of 459 \u00f7 9 = 51<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6164\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/43-300x233.png\" alt=\"\" width=\"300\" height=\"233\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/43-300x233.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/43.png 336w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 2.<br \/>\nBetween which two numbers is the quotient of 87 \u00f7 5? Write the numbers in the boxes.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-39.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 39\" width=\"388\" height=\"83\" \/><br \/>\nThe quotient is between _____ and _____.<\/p>\n<p>Answer: The quotient is between 15 and 20.<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6165\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/44-300x228.png\" alt=\"\" width=\"300\" height=\"228\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/44-300x228.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/44.png 352w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 17 and the remainder is 2.<\/p>\n<p>Question 3.<br \/>\nLook at the model. What division does it show?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-40.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 40\" width=\"411\" height=\"113\" \/><br \/>\n_____ \u00f7 _____ = _____ r _____<\/p>\n<p>Answer: 19 \u00f7 3 = 6 r 1<\/p>\n<p>Explanation:<br \/>\nCount the total number of counters =Dividend = 19<br \/>\nNumber of circles = Divisor = 3<br \/>\nAfter the distribution of the counters,<br \/>\nThe quotient is 6 because in each circle there are 6 counters<br \/>\nThe leftover counter is the remainder = 1<\/p>\n<p><strong>For 4a\u20134d, choose Yes or No to tell whether the division sentence has a remainder.<\/strong><\/p>\n<p>Question 4.<br \/>\na. 28 \u00f7 4<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6166\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/a-300x175.png\" alt=\"\" width=\"300\" height=\"175\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/a-300x175.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/a.png 325w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 7 and the remainder is 0<\/p>\n<p>Question 4.<br \/>\nb. 35 \u00f7 2<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6167\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/b-300x232.png\" alt=\"\" width=\"300\" height=\"232\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/b-300x232.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/b.png 337w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 17 and the remainder is 1<\/p>\n<p>Question 4.<br \/>\nc. 40 \u00f7 9<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6168\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/c-300x160.png\" alt=\"\" width=\"300\" height=\"160\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/c-300x160.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/c.png 338w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 4 and the remainder is 4<\/p>\n<p>Question 4.<br \/>\nd. 45 \u00f7 5<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6169\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/d-300x173.png\" alt=\"\" width=\"300\" height=\"173\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/d-300x173.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/d.png 334w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 5 and the remainder is 0<\/p>\n<h3><a id=\"Page_No_272\"><\/a>Page No. 272<\/h3>\n<p>Question 5.<br \/>\nA park guide plans the swan boat rides for 40 people. Each boat can carry 6 people at a time. What is the best way to interpret the remainder in this situation so that everyone gets a ride?<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: 4 people are leftover after the boat takes 6 people at a time for a ride, therefore, these four people go on the ride in the next round.<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 40 counters to represent the 40 people. Then draw 6 circles to represent the divisor.<br \/>\nB. Share the counters equally among the 6 groups by placing them in the circles.<br \/>\nC. Number of counters formed in each group = quotient of 40 \u00f7 6<br \/>\nD. Number of circles are equally filled with 6 counters, therefore, the quotient is 6<br \/>\nTherefore, the quotient is 6 and the remainder is 4<br \/>\nIt means that the boat takes 7 rounds in which 6 are filled with 6 people while 4 people are leftover they take the last ride.<\/p>\n<p>Question 6.<br \/>\nNolan divides his 88 toy cars into boxes. Each box holds 9 cars. How many boxes does Nolan need to store all of his cars?<br \/>\n______ boxes<\/p>\n<p>Answer: 10<\/p>\n<p>Explanation:<br \/>\nTotal number of toys Nolan has = 88<br \/>\nNumber of cars placed in each box\u00a0 = 9<br \/>\nNumber of boxes = 88 \u00f7 9 = 9.7 = 10 (approx)<br \/>\nWe take approximate value because all the toys must be fit in the box.<\/p>\n<p><strong>A group of 140 tourists are going on a tour. The tour guide rents 15 vans. Each van holds 9 tourists.<\/strong><\/p>\n<p>Question 7.<br \/>\nPart A<br \/>\nWrite a division problem that can be used to find the number of vans needed to carry the tourists. Then solve.<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: 140 divided by 9 gives the number of vans\u00a0 needed to carry the tourists<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6172\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/46-300x210.png\" alt=\"\" width=\"300\" height=\"210\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/46-300x210.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/46.png 361w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTotal number of tourists = 140<br \/>\nNumber of students who fit in each van = 9<br \/>\nNumber of vans = Quotient of 150 \u00f7 9 = 15<br \/>\nThe leftover of tourists = Remainder =5<br \/>\nCan be placed in a different van or can be adjusted in the 15 vans.<\/p>\n<p>Question 7.<br \/>\nPart B<br \/>\nWhat does the remainder mean in the context of the problem?<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: The leftover of tourists = Remainder =5<\/p>\n<p>Explanation:<br \/>\nThe leftover of tourists= Remainder =5<br \/>\nCan be placed in a different van or can be adjusted in the 15 vans.<\/p>\n<p>Question 7.<br \/>\nPart C<br \/>\nHow can you use your answer to determine if the tour guide rented enough vans? Explain.<br \/>\nType below:<br \/>\n____________<\/p>\n<p>Answer: The number of vans would be correct if they were 16 instead of 15<\/p>\n<p>Explanation:<br \/>\nThen the answer can be determined as all the 140\u00a0 tourists have enjoyed their trip to the fullest and traveled comfortably without any hassle and bustle.<\/p>\n<p>Question 8.<br \/>\nSolve.<br \/>\n3,200 \u00f7 8 = ______<\/p>\n<p>Answer: 400<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6173\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/47-300x280.png\" alt=\"\" width=\"300\" height=\"280\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/47-300x280.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/47.png 352w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore we can say that the quotient is 400 while the remainder is 0<\/p>\n<h3><a id=\"Page_No_273\"><\/a>Page No. 273<\/h3>\n<p>Question 9.<br \/>\nWhich quotients are equal to 300? Mark all that apply.<br \/>\nOptions:<br \/>\na. 1,200 \u00f7 4<br \/>\nb. 180 \u00f7 9<br \/>\nc. 2,400 \u00f7 8<br \/>\nd. 2,100 \u00f7 7<br \/>\ne. 90 \u00f7 3<br \/>\nf. 3,000 \u00f7 3<\/p>\n<p>Answer: a. 1,200 \u00f7 4, c. 2,400 \u00f7 8, d. 2,100 \u00f7 7<\/p>\n<p>Explanation:<\/p>\n<p>1,200 \u00f7 4<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6174\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/48-300x243.png\" alt=\"\" width=\"300\" height=\"243\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/48-300x243.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/48.png 381w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 300 and the remainder is 0.<\/p>\n<p>2,400 \u00f7 8<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6175\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/49-300x285.png\" alt=\"\" width=\"300\" height=\"285\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/49-300x285.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/49.png 367w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 300 and the remainder is 0.<\/p>\n<p>2,100 \u00f7 7<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-medium wp-image-6176\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/51-300x277.png\" alt=\"\" width=\"300\" height=\"277\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/51-300x277.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/51.png 351w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the quotient is 300 and the remainder is 0.<\/p>\n<p>Question 10.<br \/>\nMargo estimated 188 \u00f7 5 to be between 30 and 40. Which basic facts did she use to help her estimate? Mark all that apply.<br \/>\nOptions:<br \/>\na. 10 \u00f7 5<br \/>\nb. 15 \u00f7 5<br \/>\nc. 20 \u00f7 5<br \/>\nd. 25 \u00f7 5<\/p>\n<p>Answer: b. 15 \u00f7 5 c. 20 \u00f7 5<\/p>\n<p>Explanation:<br \/>\n188 \u00f7 5<br \/>\nSTEP 1 Identify the basic fact. 15 \u00f7 5<br \/>\nSTEP 2 Use place value. 150 = 15 tens<br \/>\nSTEP 3 Divide. 15 tens \u00f7 5 = 3 tens<br \/>\n150 \u00f7 3 = 30<\/p>\n<p>STEP 1 Identify the basic fact. 20 \u00f7 5<br \/>\nSTEP 2 Use place value. 200 = 20 tens<br \/>\nSTEP 3 Divide. 20 tens \u00f7 5 = 4 tens<br \/>\n200 \u00f7 5 = 40<\/p>\n<p>Therefore we can say that the quotient is between 30 to 40<\/p>\n<p>Question 11.<br \/>\nMathias and his brother divided 2,029 marbles equally. About how many marbles did each of them receive?<br \/>\nAbout _________<\/p>\n<p>Answer: about 1,014 marbles each one recieved<\/p>\n<p>Explanation:<br \/>\nTotal number of marbles = 2,029<br \/>\nNumber of people = 2<br \/>\nNumber of marbles each one received = 2,029 \u00f7 2 = 1,014<\/p>\n<p><strong>For 12a\u201312d, choose Yes or No to show how to use the Distributive Property to break apart the dividend to find the quotient 132 \u00f7 6.<\/strong><\/p>\n<p>Question 12.<br \/>\na. (115 \u00f7 6) + (17 \u00f7 6)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\nAccording to the question, the nearest estimates are 115 and 17 but these are not divisible by 6.<\/p>\n<p>Question 12.<br \/>\nb. (100 \u00f7 6) + (32 \u00f7 6)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: ii. no<\/p>\n<p>Explanation:<br \/>\nAccording to the question, the nearest estimates are 100 and 32 but these are not divisible by 6.<\/p>\n<p>Question 12.<br \/>\nc. (90 \u00f7 6) + (42 \u00f7 6)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\nSTEP1 Find the nearest estimates of the number 132<br \/>\nSTEP2 We can break the number 132 into 90 + 42<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (90 \u00f7 6) + (42 \u00f7 6)<br \/>\nSTEP5 Add quotients of the above 15 +7= 22<\/p>\n<p>Question 12<br \/>\nd. (72 \u00f7 6) + (60 \u00f7 6)<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer: i. yes<\/p>\n<p>Explanation:<br \/>\nSTEP1 Find the nearest estimates of the number 132<br \/>\nSTEP2 We can break the number 132 into 72 + 60<br \/>\nSTEP3 We must divide the two parts of the number (dividend) with the divisor.<br \/>\nSTEP4 (72 \u00f7 6) + (60 \u00f7 6)<br \/>\nSTEP5 Add quotients of the above 12 +10= 22<\/p>\n<p>Question 13.<br \/>\nThere are 60 people waiting for a river raft ride. Each raft holds 15 people. Silvia used the work below to find the number of rafts needed. Explain how Silvia\u2019s work can be used to find the number of rafts needed.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-41.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 41\" width=\"78\" height=\"266\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: 4<\/p>\n<p>Explanation:<br \/>\nTotal number of people = 60<br \/>\nNumber of people each river raft can hold = 15<br \/>\nNumber of rafts needed to give a ride to all the people = 60 \u00f7 15 = 4<\/p>\n<h3><a id=\"Page_No_274\"><\/a>Page No. 274<\/h3>\n<p><strong>A travelling circus brings along everything it needs for a show in big trucks.<\/strong><\/p>\n<p>Question 14.<br \/>\nPart A<br \/>\nThe circus sets up chairs in rows with 9 seats in each row. How many rows will need to be set up if 513 people are expected to attend the show?<br \/>\n______ rows<\/p>\n<p>Answer: 57<\/p>\n<p>Explanation:<br \/>\nThe total number of people = 513<br \/>\nNumber of seats in each row = 9<br \/>\nNumber of rows = 513 \u00f7 9 = 57<\/p>\n<p>Question 14.<br \/>\nPart B<br \/>\nCan the rows be divided into a number of equal sections? Explain how you found your answer.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer: Yes, the rows can be divided into equal sections. 57 \u00f7 3 = 19<\/p>\n<p>Explanation:<br \/>\nWe can divide 57 using the divisor as 3, then the quotient is 19 and the remainder is 0.<\/p>\n<p>Question 14.<br \/>\nPart C<br \/>\nCircus horses eat about 250 pounds of horse food per week. About how many pounds of food does a circus horse eat each day? Explain.<br \/>\nAbout ______ pounds<\/p>\n<p>Answer: About 35 pounds<\/p>\n<p>Explanation:<br \/>\nMass of food the horses ate in one week = 250 pounds<br \/>\nNumber of days in a week =7<br \/>\nMass of food the horses ate per day = Quotient of 250 \u00f7\u00a0 7 = about 35<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6182\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/52-300x210.png\" alt=\"\" width=\"300\" height=\"210\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/52-300x210.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/52.png 355w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 15.<br \/>\nHilda wants to save 825 digital photographs in an online album. Each folder of the album can save 6 photographs. She uses division to find out how may full folders she will have. In what place is the first digit of the quotient?<br \/>\n_________<\/p>\n<p>Answer: Hundreds place<\/p>\n<p>Explanation:<br \/>\nUse place value to place the first digit. Look at the hundreds in 825. 800 hundred can be shared among 6 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 80 tens and 25 ones to share among 6 groups.<br \/>\nThe first digit of the quotient will be in the hundreds place.<\/p>\n<h3><a id=\"Page_No_275\"><\/a>Page No. 275<\/h3>\n<p>Question 16.<br \/>\nWhich model matches each expression? Write the letter in the box next to the model.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-42-1.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 42\" width=\"748\" height=\"80\" \/><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-43.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 43\" width=\"665\" height=\"453\" \/><\/p>\n<p>Answer: 1st picture &#8211; 150 \u00f7 30<br \/>\n2nd picture &#8211; 160 \u00f7 40<br \/>\n3rd picture &#8211; 150 \u00f7 50<br \/>\n4th picture &#8211; 160 \u00f7 80<\/p>\n<p>Explanation:<br \/>\n150 \u00f7 30<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6186\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/57-300x144.png\" alt=\"\" width=\"300\" height=\"144\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/57-300x144.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/57.png 378w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n160 \u00f7 40<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6188\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/54-300x159.png\" alt=\"\" width=\"300\" height=\"159\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/54-300x159.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/54.png 365w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n150 \u00f7 50<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6189\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/55-300x154.png\" alt=\"\" width=\"300\" height=\"154\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/55-300x154.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/55.png 348w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n160 \u00f7 80<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6190\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/56-300x155.png\" alt=\"\" width=\"300\" height=\"155\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/56-300x155.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/56.png 355w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 17.<br \/>\nPopcorn was donated for the school fair by 3 different popcorn vendors. They donated a total of 636 bags of popcorn. Each vendor donated the same number of bags. How many bags of popcorn did each vendor donate?<br \/>\n______ bags<\/p>\n<p>Question 18.<br \/>\nUse partial quotients. Fill in the blanks.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-44.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 44\" width=\"338\" height=\"193\" \/><\/p>\n<p>Answer: 212<\/p>\n<p>Explanation:<br \/>\nTotal number of popcorn bags = 636<br \/>\nNumber of popcorn vendors = 3<br \/>\nNumber of popcorn bags donated by each vendor = 636 \u00f7 3 = 212<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-6191\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/58-300x258.png\" alt=\"\" width=\"300\" height=\"258\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/58-300x258.png 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/58.png 357w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nTherefore the number of bags donated by each vendor = 212<\/p>\n<h3><a id=\"Page_No_276\"><\/a>Page No. 276<\/h3>\n<p>Question 19.<br \/>\nZack needs to divide these base-ten blocks into 3 equal groups.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-45.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 45\" width=\"204\" height=\"144\" \/><br \/>\nDraw or describe a model to show how many are in each group.<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer: 16<\/p>\n<p>Explanation:<br \/>\nTotal number of counters = 48<br \/>\nNumber of groups they are supposed to be divided = 3<br \/>\nThen, 48 \u00f7 3<br \/>\n<img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/59.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/59.png\" \/><img src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/59.png\" \/><br \/>\nTherefore the quotient is 16 and the remainder is 0.<\/p>\n<p>Question 20.<br \/>\nJim needs to divide 750 coupon books equally among 9 stores. In which place is the first digit of the quotient? Choose the word that makes the sentence true.<br \/>\nThe first digit of the quotient is in the <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-46.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 46\" width=\"143\" height=\"199\" \/> place.<br \/>\n________<\/p>\n<p>Answer: tens place<\/p>\n<p>Explanation:<br \/>\nUse place value to place the first digit. Look at the hundreds in 750. 720 hundred can be shared among 9 groups<br \/>\nwithout regrouping.<br \/>\nNow there is 72 tens and 30 ones to share among 9 groups.<br \/>\nThe first digit of the quotient will be in the tens place.<\/p>\n<p>Question 21.<br \/>\nUrsula bought 9 dozen rolls of first aid tape for the health office. The rolls were divided equally into 4 boxes. How many rolls are in each box?<br \/>\n_____ rolls<\/p>\n<p>Answer: 27 rolls<\/p>\n<p>Explanation:<br \/>\nNumber of rolls = 9 dozen x 12 = 108<br \/>\nNumber of boxes = 4<br \/>\nNumber of rolls in each box = Quotient of 108 \u00f7 4 = 27 rolls<\/p>\n<p>Question 22.<br \/>\nThere are 112 seats in the school auditorium. There are 7 seats in each row. There are 70 people seated, filling up full rows of seats. How many rows are empty?<br \/>\n_____ empty rows<\/p>\n<p>Answer: 6 rows are empty<\/p>\n<p>Explanation:<br \/>\nTotal number of seats = 112<br \/>\nNumber of seats in each row = 7<br \/>\nNumber of rows = 112\u00f77 = 16<\/p>\n<p>Number of people seated = 70<br \/>\nNumber of rows fully occupied by the people = 70 \u00f7 7 = 10<br \/>\nNumber of empty rows = 16 &#8211; 10 = 6<\/p>\n<h3><a id=\"Page_No_280\"><\/a>Page No. 280<\/h3>\n<p>Question 1.<br \/>\nUse the arrays to name the factors of 12.<br \/>\na. <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-47.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 47\" width=\"215\" height=\"27\" \/><br \/>\n_____ \u00d7 _____ = 12<\/p>\n<p>Answer: 6 x 2 = 12<\/p>\n<p>Explanation:<br \/>\nThere are a total of 12 counters in the given figure.<br \/>\nSo, we can see that 6 + 6 = 12 from the above figure.<br \/>\nHence we can write as 6 x 2 = 12<\/p>\n<p>Question 1.<br \/>\nb. <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-48.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 48\" width=\"60\" height=\"73\" \/><br \/>\n_____ \u00d7 _____ = 12<\/p>\n<p>Question 1.<\/p>\n<p>Answer: 4 x 3 = 12<\/p>\n<p>Explanation:<br \/>\nThe number of columns and rows are 4 and 3 respectively.<br \/>\nSo we can calculate the multiplication by 4 x 3 = 12<\/p>\n<p>c. <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-49.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 49\" width=\"109\" height=\"44\" \/><br \/>\n_____ \u00d7 _____ = 12<\/p>\n<p>Answer: 6 x 2 = 12<\/p>\n<p>Explanation:<br \/>\nThe number of columns and rows are 4 and 3 respectively.<br \/>\nSo we can calculate the multiplication by 4 x 3 = 12.<\/p>\n<p><strong>Use tiles to find all the factors of the product. Record the arrays and write the factors shown.<\/strong><\/p>\n<p>Question 2.<br \/>\n5: __________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 3.<br \/>\n20: __________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 4.<br \/>\n25: __________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<h3><a id=\"Page_No_281\"><\/a>Page No. 281<\/h3>\n<p><strong>Practice: Copy and Solve Use tiles to find all the factors of the product. Record the arrays on grid paper and write the factors shown.<\/strong><\/p>\n<p>Question 5.<br \/>\n9: ______________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 6.<br \/>\n21: ______________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 7.<br \/>\n17: ______________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 8.<br \/>\n18: ______________<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p><strong>Use the diagram for 9\u201310.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-50.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 50\" width=\"151\" height=\"313\" \/><\/p>\n<p>Question 9.<br \/>\nPablo is using 36 tiles to make a patio. Can he arrange the tiles in another way and show the same factors? Draw a quick picture and explain.<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 10.<br \/>\nHow many different rectangular arrays can Pablo make with all 36 tiles, so none of the arrays show the same factors?<br \/>\n________ rectangular arrays<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 11.<br \/>\nIf 6 is a factor of a number, what other numbers must be factors of the number?<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 12.<br \/>\nJean spent $16 on new T-shirts. If each shirt cost the same whole-dollar amount, how many could she have bought?<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<h3><a id=\"Page_No_282\"><\/a>Page No. 282<\/h3>\n<p>Question 13.<br \/>\nCarmen has 18 connecting cubes. She wants to model a house shaped like a rectangle. If the model has a height of one connecting cube, how many different ways can Carmen model the house using all 18 connecting cubes?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-4-Divide-by-1-Digit-Numbers-img-51.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers img 51\" width=\"122\" height=\"113\" \/><br \/>\na. What do you need to know?<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 13.<br \/>\nb. How is finding the number of ways to model a rectangular house related to finding factor pairs?<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 13.<br \/>\nc. Why is finding the factor pairs only the first step in solving the problem?<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 13.<br \/>\nd. Show the steps you used to solve the problem.<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 13.<br \/>\nComplete the sentences. Factor pairs for 18 are ___________________ .<br \/>\nThere are ______ different ways Carmen can arrange the cubes to model the house.<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 14.<br \/>\nSarah was organizing vocabulary words using index cards. She arranged 40 index cards in the shape of a rectangle on a poster. For 14a\u201314e, choose Yes or No to tell whether a possible arrangement of cards is shown.<br \/>\na. 4 rows of 10 cards<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 14.<br \/>\nb. 6 rows of 8 cards<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 14.<br \/>\nc. 20 rows of 2 cards<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 14.<br \/>\nd. 40 rows of 1 card<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 14.<br \/>\ne. 35 rows of 5 cards<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p><em>Conclusion:<\/em><\/p>\n<p>I think the answers provided in the Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers are beneficial for all the students of 4th grade. Our aim is to help the students to become masters in maths. So, Refer to our HMH Go Math 4th Grade Answer Key Chapter 4 Divide by 1-Digit Numbers and secure good marks in the exams.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers is the most important learning guide to learn the subject properly. It is a quick preparation &amp; practice purpose material for students and educators. So, We have provided the solutions for all the questions with a brief explanation in this Go Math HMH &#8230; <a title=\"Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers\" class=\"read-more\" href=\"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-chapter-4-divide-by-1-digit-numbers\/\" aria-label=\"More on Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":8874,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[2],"tags":[],"jetpack_featured_media_url":"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/10\/go-math-grade-4-chapter-4-divide-by-1-digit-numbers-answer-key.jpeg","_links":{"self":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1438"}],"collection":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/comments?post=1438"}],"version-history":[{"count":1,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1438\/revisions"}],"predecessor-version":[{"id":92784,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1438\/revisions\/92784"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media\/8874"}],"wp:attachment":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media?parent=1438"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/categories?post=1438"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/tags?post=1438"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}