{"id":2692,"date":"2022-03-26T18:15:58","date_gmt":"2022-03-26T12:45:58","guid":{"rendered":"https:\/\/ccssmathanswers.com\/?p=2692"},"modified":"2022-04-07T14:24:25","modified_gmt":"2022-04-07T08:54:25","slug":"go-math-grade-4-answer-key-homework-practice-fl-chapter-4-divide-by-1-digit-numbers","status":"publish","type":"post","link":"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-homework-practice-fl-chapter-4-divide-by-1-digit-numbers\/","title":{"rendered":"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers"},"content":{"rendered":"<p>Detailed and Step-by-step explanation of Chapter 5 concepts is provided in this <a href=\"https:\/\/ccssmathanswers.com\/go-math-grade-4-answer-key\/\" target=\"_blank\" rel=\"noopener noreferrer\">Go Math Grade 4 Answer Key <\/a>Homework Practice FL Chapter 4 Divide by 1-Digit Numbers. Assure that you should practice with the help of Go math HMH grade 4 chapter 5 solution key and improve mathematical and logical skills. Learning &amp; practicing the fundamentals of math chapter 5 concepts is very important to score more marks in the exams. So,<strong> download online<\/strong> <strong>Go Math Grade 4 Solution Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers<\/strong> <strong>pdf<\/strong> and overcome all the difficulties in math.<\/p>\n<h2>Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers<\/h2>\n<p>Consistent practice helps students to gain more knowledge and overcome their weak points. So, grab these <strong>Concept-wise Chapter 4 Go math Grade 4 Answer Key pdf<\/strong> and practice regularly for securing good scores in the exams. Some of the topics covered in Go Math Solution Key Grade 4 Homework Practice FL Chapter 4 Divide by 1-Digit Numbers are Estimate Quotients Using Multiples, Remainders, Divide Tens, Hundreds, and Thousands, etc. Solve the questions provided at the end of the page and test your subject knowledge.<\/p>\n<p><strong>Lesson: 1 &#8211; Estimate Quotients Using Multiples<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_69\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 69<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_70\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 70<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 2 &#8211; Remainders<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_71\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 71<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_72\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 72<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 3 &#8211; Interpret the Remainder<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_73\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 73<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_74\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 74<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 4 &#8211; Divide Tens, Hundreds, and Thousands<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_75\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 75<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_76\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 76<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 5 &#8211; Estimate Quotients Using Compatible Numbers<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_77\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 77<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_78\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 78<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 6 &#8211; Division and the Distributive Property<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_79\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 79<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_80\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 80<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 7 &#8211; Divide Using Repeated Subtraction<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_81\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 81<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_82\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 82<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 8 &#8211; Divide Using Partial Quotients<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_83\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 83<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_84\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 84<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 9 &#8211; Model Division with Regrouping<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_85\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 85<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_86\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 86<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 10 &#8211; Place the First Digit<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_87\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 87<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_88\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 88<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 11 &#8211; Divide by 1-Digit Numbers<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_89\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 89<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_90\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 90<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 12 &#8211; Problem Solving Multistep Division Problems<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_91\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 91<\/a><\/li>\n<\/ul>\n<p><strong>Lesson: 13<\/strong><\/p>\n<ul>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_93\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 93<\/a><\/li>\n<li><a href=\"#Common_Core_Divide_by_1_Digit_Numbers_Page_No_94\">Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 94<\/a><\/li>\n<\/ul>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_69\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 69<\/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>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.<br \/>\nSo, 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.<br \/>\nSo, 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_Divide_by_1_Digit_Numbers_Page_No_70\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 70<\/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: 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.<br \/>\nSo, 121 \u00f7 8 will be about 15.<br \/>\nThus the correct answer is option b.<\/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 50 miles<br \/>\nc. about 60 miles<br \/>\nd. about 70 miles<\/p>\n<p>Answer: about 60 miles<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nThe Garibaldi family drove 400 miles in 7 hours.<br \/>\n57 \u00d7 7 = 399 and 58 \u00d7 7 = 406.<br \/>\n400 is between 399 and 406. 400 \u00f7 7 is closest to 57 and 58.<br \/>\nSo, 400 \u00f7 7 is between 57 and 58.<br \/>\nSo, 400 \u00f7 7 will be about 57.<br \/>\nThus the correct answer is option c.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nTwelve boys collected 16 aluminum cans each. Fifteen girls collected 14 aluminum 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 \/>\nGiven that,<br \/>\nTwelve boys collected 16 aluminum cans each.<br \/>\nFifteen girls collected 14 aluminum cans each.<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 &#8211; 192=18<br \/>\nThus the correct answer is option d.<\/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: 420<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nGeorge bought 30 packs of football cards.<br \/>\nThere were 14 cards in each pack.<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<br \/>\nThus the correct answer is option c.<\/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: 25<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nSarah made a necklace using 5 times as many blue beads as white beads.<br \/>\nShe used a total of 30 beads.<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<br \/>\nThus the correct answer is option d.<\/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: 61,875 miles<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nThis year, Ms. Webster flew 145,000 miles on business.<br \/>\nLast year, she flew 83,125 miles on business.<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 &#8211; 83,125 = 61,875<br \/>\nThus the correct answer is option b.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_71\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 71<\/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>Explanation:<br \/>\nQuotient:<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.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 1<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 7<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<br \/>\nFor 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 src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/jkl.png?resize=196%2C185&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/jkl.png?resize=196%2C185&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/jkl.png?resize=196%2C185&amp;ssl=1\" \/><br \/>\n<img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/kjn-1.png?resize=127%2C71&amp;ssl=1\" \/><\/p>\n<p>Explanation:<br \/>\nQuotient:<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<br \/>\nRemainder:<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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureuy.png?resize=181%2C164&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureuy.png?resize=181%2C164&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureuy.png?resize=181%2C164&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureuy.png?resize=181%2C164&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureuy.png?resize=181%2C164&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Capturehgf.png?resize=120%2C138&amp;ssl=1\" \/><\/p>\n<p>Explanation:<br \/>\nQuotient:<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<br \/>\nRemainder:<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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-1.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 1\" width=\"308\" height=\"101\" \/><br \/>\n_____ R _____<\/p>\n<p>Answer: quotient:6 remainder2<\/p>\n<p>Explanation:<br \/>\nQuotient:<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 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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<br \/>\nFor 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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 2\" width=\"365\" height=\"87\" \/><br \/>\n_____ : _____ r _____<\/p>\n<p>Answer: 4 r5<\/p>\n<p>Explanation:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<br \/>\nFor 21 \u00f7 4, the quotient is 4 and the remainder is 5, or 4 r5.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_72\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 72<\/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: 5 r2<\/p>\n<p>Explanation:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<br \/>\nFor 32 \u00f7 6, the quotient is 5 and the remainder is 2, or 5 r2.<br \/>\nThus the correct answer is option c.<\/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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 3\" width=\"370\" height=\"96\" \/><br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 4<br \/>\nc. 3<br \/>\nd. 1<\/p>\n<p>Answer: 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 = remainder = 3<br \/>\nThus the correct answer is option c.<\/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: 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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Capturedf.png?resize=115%2C119&amp;ssl=1\" \/><br \/>\nThus the correct answer is option b.<\/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: 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.<br \/>\nThus the correct answer is option d.<\/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: 92<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nNumber of rows at the theatre = 8<br \/>\nNumber of seats in 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 \u00d7 8 &#8211; 4 = 96 &#8211; 4 = 92<br \/>\nThus the correct answer is option c.<\/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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 4\" 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: 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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/rec.png?resize=300%2C215&amp;ssl=1\" \/><\/p>\n<p>Area 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<br \/>\nThus the correct answer is option d.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_73\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 73<\/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>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 in 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<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/new.png?resize=300%2C219&amp;ssl=1\" \/><\/p>\n<p>Since 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 \u00f7 6 =1 foot<br \/>\nLength of the longest table leg = Remainder of 10 \u00f7 6 = 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 \u00f7 8 = 7<br \/>\nThus the greatest number of plants she can put in a row is 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 of packages = 10<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_74\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 74<\/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: 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<br \/>\nThus the correct answer is option d.<\/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: 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<br \/>\nThus the correct answer is option d.<\/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 left over<br \/>\nb. 3 pieces with 2 pieces left over<br \/>\nc. 3 pieces with 4 pieces left over<br \/>\nd. 4 pieces with 2 pieces left over<\/p>\n<p>Answer: 3 pieces with 2 pieces left over<\/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<br \/>\nThus the correct answer is option b.<\/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: $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 src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Capturelk.png?resize=118%2C146&amp;ssl=1\" \/><br \/>\nSo the estimated value can be $768.<br \/>\nThus the correct answer is option b.<\/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<\/p>\n<p>Explanation:<br \/>\nNumber of crayons in Kris box=8<br \/>\nNumber of crayons in Sylvia\u2019s box= 6 times as many crayons as Kris\u2019s box= 6 x 8=48<br \/>\nThus the correct answer is option a.<\/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: 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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/Captureadd.png?resize=172%2C147&amp;ssl=1\" \/><br \/>\nThus the correct answer is option c.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_75\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 75<\/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>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 hundreds<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 hundred \u00f7 9 = 5 hundred<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 \u00f7 9 = 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<br \/>\nTherefore Hilary can read 80 words in 1 minute.<\/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 \u00f7 4 = 600<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_76\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 76<\/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: 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<br \/>\nThe correct answer is option c.<\/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: 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<br \/>\nThe correct answer is option d.<\/p>\n<p><em><strong>Spiral Review<\/strong><\/em><\/p>\n<p>Question 3.<br \/>\nA full container of juice holds 64 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: 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 \/>\nThe number of servings of the juice are= 63\u00f77=9<br \/>\nThe correct answer is option c.<\/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: $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.<br \/>\nThe correct answer is option b.<\/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: $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<br \/>\nThe correct answer is option d.<\/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: 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 \u00f7 5= 10<br \/>\nNumber of red balls = 4x = 4 x 10 = 40<br \/>\nThe correct answer is option d.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_77\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 77<\/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>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_Divide_by_1_Digit_Numbers_Page_No_78\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 78<\/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: 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<br \/>\nThe correct answer is option b.<\/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: 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<br \/>\nThe correct answer is option c.<\/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: 60 miles per hour<\/p>\n<p>Explanation:<br \/>\nTotal number of miles traveled by train= 360<br \/>\nTime taken by the train to cover 360 miles= 6 hours<br \/>\nNumber of miles traveled in each hour= 360\u00f76=60 miles<br \/>\nThe correct answer is option a.<\/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: 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<br \/>\nThe correct answer is option b.<\/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 thousands<br \/>\nb. ten thousands<br \/>\nc. thousands<br \/>\nd. hundreds<\/p>\n<p>Answer: ten thousands<\/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.<br \/>\nThe correct answer is option b.<\/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: 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.<br \/>\nThe correct answer is option c.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_79\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 79<\/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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 5\" width=\"415\" height=\"115\" \/><\/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 = 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_Divide_by_1_Digit_Numbers_Page_No_80\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 80<\/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: 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: 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: between 200 and 300<\/p>\n<p>Explanation:<br \/>\nTotal number of people at the Cineplex= 1,486 people<br \/>\nNumber of theatres = 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: 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, Nancy 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: 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: 2,370 miles<\/p>\n<p>Explanation:<br \/>\nNumber of miles flew by airplane in one hour= 474<br \/>\nNumber of hours the airplane flew= 5 hours<br \/>\nTotal number of miles flew in 5 hours= 474 x 5= 2,370 miles<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_81\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 81<\/h3>\n<p><strong>Divide Using Repeated Subtraction<\/strong><\/p>\n<p><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 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0&#8212;&#8212;&#8212;<br \/>\n0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a014<\/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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 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:<br \/>\nQuotient:<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<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<br \/>\nFor 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_Divide_by_1_Digit_Numbers_Page_No_82\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 82<\/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: 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<br \/>\nThe correct answer is option d.<\/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: 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 \u2013 3 = 32<br \/>\nNumber of juice cans in the first row = 32 \u00f7 4 = 8 cans<br \/>\nThe correct answer is option c.<\/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: 40<\/p>\n<p>Explanation:<br \/>\nTotal number of CD\u2019s in Fiona has = 160 CD\u2019s<br \/>\nNumber of CD\u2019s placed in each bin = 4<br \/>\nNumber of bins required to place the CD\u2019s = 160 \u00f7 4 = 40<br \/>\nThe correct answer is option c.<\/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: 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<br \/>\nThe correct answer is option c.<\/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: 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<br \/>\nThe correct answer is option c.<\/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: 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<br \/>\nThe correct answer is option b.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_83\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 83<\/h3>\n<p><strong>Divide Using Partial Quotients<\/strong><\/p>\n<p><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-24<br \/>\n-24 \u2190 3 \u00d7 8\u00a0 +3<br \/>\n&#8212;&#8212;-\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 &#8212;&#8212;&#8212;<br \/>\n0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 23<\/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 \u2013 240 = 18<br \/>\n3 x 6 = 18 : 18 \u2013 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 \u2013 500 = 130<br \/>\n5 x 20 = 100 : 130 \u2013 100 = 30 : 5 x 6 = 30 : 30 \u2013 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 \u2013 240 = 6<br \/>\n3 x 2 = 6 : 6 \u2013 6 = 0<br \/>\nTherefore the quotient is 82 ( 80 + 2)<br \/>\nThe rectangle models are given below :<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/25.png?resize=244%2C300&amp;ssl=1\" \/><\/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 \u2013 120 = 6<br \/>\n2 x 3 = 6 : 6 \u2013 6 = 0<br \/>\nTherefore the quotient is 63 ( 60 +3)<br \/>\nThe rectangle models are given below :<br \/>\n<img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/45.png?resize=265%2C300&amp;ssl=1\" \/><\/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 \u2013 500 = 105<br \/>\n5 x 20 = 100 : 105 \u2013 100 = 5 : 5 x 1 = 5 : 5 \u2013 5 = 0<br \/>\nTherefore the quotient is 121 ( 100 + 20 + 1)<br \/>\nThe rectangle models are given below :<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/50.png?resize=199%2C300&amp;ssl=1\" \/><\/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 \u2013 300 = 192<br \/>\n50 x 3 = 150 : 192 \u2013 150 = 42 : 3 x 14 = 42 : 42 \u2013 42 = 0<br \/>\nTherefore the quotient is 164 ( 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 \u2013 210 = 14<br \/>\n7 x 2 = 14 : 14 \u2013 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 \u2013 400 = 392<br \/>\n4 x 50 = 200 : 392 \u2013 200 = 192 : 4 x 48 = 192 : 192 \u2013 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 pages<\/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 \u2013 80 = 32<br \/>\n4 x 8 = 32 : 32 \u2013 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 \u2013 600 = 126<br \/>\n6 x 20 = 120 : 126 \u2013 120 = 6 : 6 x 1 = 6 : 6 \u2013 6 = 0<br \/>\nTherefore the quotient is 121 ( 100 + 20 +1)<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_84\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 84<\/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: 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 \u2013 50 = 95<br \/>\n5 x 10 = 50 : 95 \u2013 50 = 45 : 5 x 9 = 45 : 45 \u2013 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: 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 \u2013 300 = 78<br \/>\n10 x 3 =30 : 78 \u2013 30 = 48 : 3 x 16 = 48 : 48 \u2013 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: 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 the 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: $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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 6\" width=\"211\" height=\"133\" \/><br \/>\nOptions:<br \/>\na. 840<br \/>\nb. 856<br \/>\nc. 880<br \/>\nd. 896<\/p>\n<p>Answer: 896<\/p>\n<p>Explanation:<br \/>\nThe whole rectangle is divided into four small rectangles the areas of these rectangles are:<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/jkiuij.png?resize=300%2C200&amp;ssl=1\" \/><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 = 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: 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=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_85\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 85<\/h3>\n<p><strong>Model Division with Regrouping<\/strong><\/p>\n<p><strong>Divide. Use base-ten blocks.<\/strong><\/p>\n<p>Question 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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 7\" width=\"146\" height=\"184\" \/><\/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 that weren\u2019t 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 that weren\u2019t grouped. So, the remainder is 2<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/2.png?resize=220%2C232&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/2.png?resize=220%2C232&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/2.png?resize=220%2C232&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/3.png?resize=50%2C55&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/3.png?resize=50%2C55&amp;ssl=1\" \/><\/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 src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/4.png?resize=228%2C228&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/4.png?resize=228%2C228&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/4.png?resize=228%2C228&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/4.png?resize=228%2C228&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/4.png?resize=228%2C228&amp;ssl=1\" \/><\/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 that wasn\u2019t grouped. So, the remainder is 1.<br \/>\n<img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/5.png?resize=222%2C242&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/5.png?resize=222%2C242&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/5.png?resize=222%2C242&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/5.png?resize=222%2C242&amp;ssl=1\" \/><img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/3.png?resize=50%2C55&amp;ssl=1\" \/><\/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_Divide_by_1_Digit_Numbers_Page_No_86\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 86<\/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: 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<br \/>\nThe correct answer is option b.<\/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: 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<br \/>\nThe correct answer is option c.<\/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: 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<br \/>\nThe correct answer is option a.<\/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: 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<br \/>\nThe correct answer is option c.<\/p>\n<p>Question 5.<br \/>\nThe Puzzle Company packs standardized 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: 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<br \/>\nThe correct answer is option d.<\/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: 20,320 feet<\/p>\n<p>Explanation:<br \/>\nHeight of Mt. Whitney in California = 14,494 feet<br \/>\nThe height 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 = 20,320 feet<br \/>\nThe correct answer is option b.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_87\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 87<\/h3>\n<p><strong>Place the First Digit<\/strong><\/p>\n<p><strong>Divide.<\/strong><\/p>\n<p>Question 1.<br \/>\n62<br \/>\n3)\\(\\overline { 186 } \\)<br \/>\n-18<br \/>\n&#8212;&#8212;&#8211;<br \/>\n06<br \/>\n-6<br \/>\n&#8212;&#8212;&#8211;<br \/>\n0<\/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 \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<br \/>\nSo, 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:<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 are 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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<br \/>\nSo, 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 \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 = 0 ones<br \/>\nSo, 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 \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)<br \/>\nSo, the quotient is 74 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 \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<br \/>\nSo, 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 \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)<br \/>\nSo, 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 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_Divide_by_1_Digit_Numbers_Page_No_88\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 88<\/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: hundreds<\/p>\n<p>Explanation:<br \/>\nThe quotient of 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: 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: $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: 3,500<\/p>\n<p>Explanation:<br \/>\n<img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/6.png?resize=130%2C143&amp;ssl=1\" \/><\/p>\n<p>Taking 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: $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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 8\" 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: 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 = 54 \u00f7 3<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_89\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 89<\/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 \/>\n\\(\\overline { 2)636 } \\) 318<br \/>\n-6\u00a0 \u00a0 \u00a0\u00d7 2<br \/>\n&#8212;&#8212;&#8212;\u00a0 &#8212;&#8212;&#8212;<br \/>\n03 636<br \/>\n-2<br \/>\n&#8212;&#8212;&#8212;<br \/>\n16<br \/>\n-16<br \/>\n&#8212;&#8212;&#8212;<br \/>\n0<\/p>\n<p>Question 2.<br \/>\n4)\\(\\overline { 631 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<br \/>\nSTEP 1 Use place value to place the first digit. 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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/16.png?resize=300%2C283&amp;ssl=1\" \/><\/p>\n<p>Question 3.<br \/>\n8)\\(\\overline { 906 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<br \/>\nSTEP 1 Use place value to place the first digit. 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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/17.png?resize=300%2C295&amp;ssl=1\" \/><\/p>\n<p>Question 4.<br \/>\n6)\\(\\overline { 6,739 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/18.png?resize=275%2C300&amp;ssl=1\" \/><\/p>\n<p>Question 5.<br \/>\n4)\\(\\overline { 2,328 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/19.png?resize=300%2C275&amp;ssl=1\" \/><\/p>\n<p>Question 6.<br \/>\n5)\\(\\overline { 7,549 } \\)<br \/>\n_____ R _____<\/p>\n<p>Answer:<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 src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/20.png?resize=281%2C300&amp;ssl=1\" \/><\/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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-9.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 9\" 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_Divide_by_1_Digit_Numbers_Page_No_90\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 90<\/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: (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<br \/>\nThus the correct answer is option c.<\/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: $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 src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/21.png?resize=133%2C124&amp;ssl=1\" \/><br \/>\nThus the correct answer is option a.<\/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-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-10.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 10\" 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: 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 = 5 \u00d7 17 = 85<br \/>\nThus the correct answer is option d.<\/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: 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<br \/>\nThus the correct answer is option b.<\/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: 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.<br \/>\nThus the correct answer is option d.<\/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: 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 6 = 4<br \/>\n<img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/22.png?resize=300%2C224&amp;ssl=1\" \/><br \/>\nThus the correct answer is option a.<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_91\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 91<\/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\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-11.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers Common Core - Divide by 1-Digit Numbers img 11\" 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>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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/37.png?resize=129%2C151&amp;ssl=1\" \/><br \/>\nNumber of children = 28<br \/>\n<img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/36.png?resize=300%2C42&amp;ssl=1\" \/><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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/38.png?resize=300%2C73&amp;ssl=1\" \/><\/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 src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/41.png?resize=300%2C133&amp;ssl=1\" \/><br \/>\nNumber of classrooms = 9<br \/>\nNumber of tangerines in each classroom = 279 \u00f7 9 = 31<br \/>\n<img src=\"https:\/\/i1.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/40.png?resize=300%2C125&amp;ssl=1\" \/><\/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 pages<\/p>\n<p>Explanation:<br \/>\nNumber of photos from her vacation = 84<br \/>\n<img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/26.png?w=840&amp;ssl=1\" \/><br \/>\nNumber of photos from her class outing = 48<br \/>\n<img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i2.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/23.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/26.png?w=840&amp;ssl=1\" \/><img src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/26.png?w=840&amp;ssl=1\" \/><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 src=\"https:\/\/i0.wp.com\/gomathanswerkey.com\/wp-content\/uploads\/2020\/07\/42.png?resize=300%2C98&amp;ssl=1\" \/><\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_93\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 93<\/h3>\n<p><em><strong>Lessons 4.1, 4.5<\/strong><\/em><\/p>\n<p><strong>Estimate the quotient.<\/strong><\/p>\n<p>Question 1.<br \/>\n67 \u00f7 4<br \/>\nabout ______<\/p>\n<p>Answer: About 17<\/p>\n<p>Explanation:<br \/>\nThe number close to 67 is 70.<br \/>\nDivide 70 by 4 is 17.5<br \/>\nThus the estimated quotient of 67 \u00f7 4 is 17.<\/p>\n<p>Question 2.<br \/>\n72 \u00f7 5<br \/>\nabout ______<\/p>\n<p>Answer: About 14<\/p>\n<p>Explanation:<br \/>\nThe number close to 72 is 70.<br \/>\nDivide 70 by 5 is 14.<br \/>\nThus the estimated quotient of 72 \u00f7 5 is 14.<\/p>\n<p>Question 3.<\/p>\n<p>213 \u00f7 3<br \/>\nabout ______<\/p>\n<p>Answer: About 70<\/p>\n<p>Explanation:<br \/>\nThe number close to 213 is 210.<br \/>\nDivide 210 by 3 is 70.<br \/>\nThus the estimated quotient of 213 \u00f7 3 is 70.<\/p>\n<p>Question 4.<br \/>\n484 \u00f7 6<br \/>\nabout ______<\/p>\n<p>Answer: About 80<\/p>\n<p>Explanation:<br \/>\nThe number close to 484 is 480.<br \/>\nDivide 480 by 6 is 80.<br \/>\nThus the estimated quotient of 484 \u00f7 6 is 80.<\/p>\n<p>Question 5.<br \/>\n446 \u00f7 7<br \/>\nabout ______<\/p>\n<p>Answer: About 60<\/p>\n<p>Explanation:<br \/>\nThe number close to 446 is 440.<br \/>\nDivide 440 by 7 is 60.<br \/>\nThus the estimated quotient of 446 \u00f7 7 is 60.<\/p>\n<p>Question 6.<br \/>\n1,246 \u00f7 4<br \/>\nabout ______<\/p>\n<p>Answer: About 300<\/p>\n<p>Explanation:<br \/>\nThe number close to 1246 is 1200.<br \/>\nDivide 1200 by 4 is 300.<br \/>\nThus the estimated quotient of 1,246 \u00f7 4 is 300.<\/p>\n<p>Question 7.<br \/>\n708 \u00f7 9<br \/>\nabout ______<\/p>\n<p>Answer: About 80<\/p>\n<p>Explanation:<br \/>\nThe number close to 708 is 700.<br \/>\nDivide 700 by 9 is 80 (approx).<br \/>\nThus the estimated quotient of 708 \u00f7 9 is 80.<\/p>\n<p>Question 8.<br \/>\n2,657 \u00f7 3<br \/>\nabout ______<\/p>\n<p>Answer: About 900<\/p>\n<p>Explanation:<br \/>\nThe number close to 2,657 is 2700.<br \/>\nDivide 2700 by 3 is 900.<br \/>\nThus the estimated quotient of 2,657 \u00f7 3 is 900.<\/p>\n<p><em><strong>Lesson 4.2<\/strong><\/em><\/p>\n<p><strong>Use counters or quick pictures to find the quotient and remainder.<\/strong><\/p>\n<p>Question 9.<br \/>\n44 \u00f7 5<br \/>\n______ R ______<\/p>\n<p>Answer: 8R4<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 44 counters to represent the 44 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 counters formed = quotient of 44 \u00f7 5<br \/>\nD. Number of circles equally filled is8, therefore, the quotient is 8.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<br \/>\nFor 44 \u00f7 5, the quotient is 8 and the remainder is 4, or 8R4.<\/p>\n<p>Question 10.<br \/>\n8)\\(\\overline { 21 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 2R5<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 21 counters to represent the 21 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 groups of counters formed = quotient of 21 \u00f7 8<br \/>\nD. Number of circles equally filled is 2, therefore, the quotient is 2.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 5<br \/>\nFor 21 \u00f7 8, the quotient is 2 and the remainder is 5, or 2R5.<\/p>\n<p>Question 11.<br \/>\n4)\\(\\overline { 75 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 18R3<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 75 counters to represent the 75 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 groups of counters formed = quotient of 75 \u00f7 4<br \/>\nD. Number of circles equally filled is 18, therefore, the quotient is 18.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 21 \u00f7 8, the quotient is 18 and the remainder is 3, or 18R3.<\/p>\n<p>Question 12.<br \/>\n76 \u00f7 6<br \/>\n______ R ______<\/p>\n<p>Answer: 12R4<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 76 counters to represent the 76 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 groups of counters formed = quotient of 76 \u00f7 6<br \/>\nD. Number of circles equally filled is 12, therefore, the quotient is 12.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 4<br \/>\nFor 76 \u00f7 6, the quotient is 12 and the remainder is 4, or 12R4.<\/p>\n<p><em><strong>Lesson 4.3<\/strong><\/em><\/p>\n<p><strong>Interpret the remainder to solve.<\/strong><\/p>\n<p>Question 13.<br \/>\nKelly divides 29 markers equally among 7 friends. If Kelly keeps the leftover markers, how many markers will she keep?<br \/>\n______ marker(s)<\/p>\n<p>Answer: 1 marker<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nKelly divides 29 markers equally among 7 friends.<br \/>\n1 because 4 markers for each friend (4 \u00d7 7) would be 28 and the last one would be leftover because it&#8217;s not enough for everyone.<\/p>\n<p>Question 14.<br \/>\nDave has a board that is 29 inches long. He cuts the board into 4 equal pieces. How long will each piece be?<br \/>\n______ inches<\/p>\n<p>Answer: 7 inches<\/p>\n<p>Explanation:<br \/>\nDave has a board that is 29 inches long and want to cut it into 4 pieces.<br \/>\nYou are asked the length of each piece.<br \/>\nTo solve the question, you need to divide the total length of the board by the number of pieces Dave wants to make.<br \/>\nThen, the length of each piece would be: 29 inches\/4= 7.25 inches<\/p>\n<p>Question 15.<br \/>\nEight students can ride in each van. How many vans are needed for 29 students?<br \/>\n______ vans<\/p>\n<p>Answer: 4 vans<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nEight students can ride in each van.<br \/>\n29\/8 = 3.625 = 4(approx)<br \/>\nTherefore 4 vans are needed for 29 students.<\/p>\n<p>Question 16.<br \/>\nMac has 40 ounces of juice. He pours 6 ounces in each glass. How many glasses can he fill?<br \/>\n______ glasses<\/p>\n<p>Answer: 6 glasses<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nMac has 40 ounces of juice. He pours 6 ounces in each glass.<br \/>\nDivide 40 by 6<br \/>\n40\/6 = 6.66 \u2248 6<br \/>\nThus Mac can fill 6 glasses.<\/p>\n<p><em><strong>Lesson 4.4<\/strong><\/em><\/p>\n<p><strong>Use basic facts and place value to find the quotient.<\/strong><\/p>\n<p>Question 17.<br \/>\n120 \u00f7 4 = ______<\/p>\n<p>Answer: 30<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 120 \u00f7 4<br \/>\nSTEP 2 Use place value. 120 = 12 tens<br \/>\nSTEP 3 Divide. 12 tens \u00f7 4 = 3 tens<br \/>\n120 \u00f7 4 = 30<\/p>\n<p>Question 18.<br \/>\n280 \u00f7 7 = ______<\/p>\n<p>Answer: 40<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 280 \u00f7 7<br \/>\nSTEP 2 Use place value. 280 = 28 tens<br \/>\nSTEP 3 Divide. 28 tens \u00f7 7 = 4 tens<br \/>\n280 \u00f7 7 = 40<\/p>\n<p>Question 19.<br \/>\n3,000 \u00f7 5 = ______<\/p>\n<p>Answer: 600<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 3000 \u00f7 5<br \/>\nSTEP 2 Use place value. 3000 = 300 tens<br \/>\nSTEP 3 Divide. 300 tens \u00f7 5 = 60 tens<br \/>\n3,000 \u00f7 5 = 60 tens<\/p>\n<p>Question 20.<br \/>\n4,800 \u00f7 6 = ______<\/p>\n<p>Answer: 800<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 4,800 \u00f7 6<br \/>\nSTEP 2 Use place value. 4800 = 480 tens<br \/>\nSTEP 3 Divide. 480 tens \u00f7 6 = 80 tens<br \/>\n4,800 \u00f7 6 = 800<\/p>\n<p>Question 21.<br \/>\n5,600 \u00f7 8 = ______<\/p>\n<p>Answer: 700<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 5,600 \u00f7 8<br \/>\nSTEP 2 Use place value. 5600 = 560 tens<br \/>\nSTEP 3 Divide. 560 tens \u00f7 8 = 70 tens<br \/>\n5,600 \u00f7 8 = 700<\/p>\n<p>Question 22.<br \/>\n6,300 \u00f7 9 = ______<\/p>\n<p>Answer: 700<\/p>\n<p>Explanation:<br \/>\nSTEP 1 Identify the basic fact. 6,300 \u00f7 9<br \/>\nSTEP 2 Use place value. 6300 = 630 tens<br \/>\nSTEP 3 Divide. 630 tens \u00f7 9 = 70 tens<br \/>\n6,300 \u00f7 9 = 700<\/p>\n<h3><a id=\"Common_Core_Divide_by_1_Digit_Numbers_Page_No_94\"><\/a>Common Core &#8211; Divide by 1-Digit Numbers &#8211; Page No. 94<\/h3>\n<p><em><strong>Lessons 4.6\u20134.7<\/strong><\/em><\/p>\n<p>Choose a method and divide.<\/p>\n<p>Question 1.<br \/>\n68 \u00f7 4 = ______<\/p>\n<p>Answer: 17<\/p>\n<p>Explanation:<br \/>\nThe number close to 68 is 70.<br \/>\nDivide 70 by 4 is 17 (approx).<br \/>\nThus the estimated quotient of 68 \u00f7 4 is 17.<\/p>\n<p>Question 2.<br \/>\n48 \u00f7 3 = ______<\/p>\n<p>Answer: 16<\/p>\n<p>Explanation:<br \/>\nThe number close to 48 is 50.<br \/>\nDivide 50 by 3 is 16\u00a0 (approx).<br \/>\nThus the estimated quotient of 48 \u00f7 3 is 16.<\/p>\n<p>Question 3.<br \/>\n108 \u00f7 9 = ______<\/p>\n<p>Answer: 12<\/p>\n<p>Explanation:<br \/>\nThe number close to 108 is 100.<br \/>\nDivide 100 by 9 is 12 (approx).<br \/>\nThus the estimated quotient of 108 \u00f7 9 is 12.<\/p>\n<p>Question 4.<br \/>\n74 \u00f7 2 = ______<\/p>\n<p>Answer: 37<\/p>\n<p>Explanation:<br \/>\nThe number close to 74 is 70.<br \/>\nDivide 70 by 2 is 37 (approx).<br \/>\nThus the estimated quotient of 74 \u00f7 2 is 37.<\/p>\n<p>Question 5.<br \/>\n122 \u00f7 5 = ______ R ______<\/p>\n<p>Answer: 24R2<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 122 counters to represent the 122 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 counters formed = quotient of 122 \u00f7 5<br \/>\nD. Number of circles equally filled are 24, therefore, the quotient is 24.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 2<br \/>\nFor 122 \u00f7 5, the quotient is 24 and the remainder is 2, or 24R2.<\/p>\n<p>Question 6.<br \/>\n165 \u00f7 6 = ______ R ______<\/p>\n<p>Answer: 27R3<\/p>\n<p>Explanation:<br \/>\nQuotient:<br \/>\nA. Use 165 counters to represent the 165 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 groups of counters formed = quotient of 165 \u00f7 6.<br \/>\nD. Number of circles equally filled are 27, therefore, the quotient is 27.<br \/>\nRemainder:<br \/>\nThe number of counters left over is the remainder. The number of counters leftover= 3<br \/>\nFor 165 \u00f7 6, the quotient is 27 and the remainder is 3, or 27R3.<\/p>\n<p><em><strong>Lessons 4.8\u20134.9<\/strong><\/em><\/p>\n<p><strong>Divide.<\/strong><\/p>\n<p>Question 7.<br \/>\n4)\\(\\overline { 848 } \\)<br \/>\n______<\/p>\n<p>Answer: 212<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-medium wp-image-8206\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Chapter-4-Answer-Key-300x257.jpg\" alt=\"Go Math Grade 4 Chapter 4 Answer Key\" width=\"300\" height=\"257\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Chapter-4-Answer-Key-300x257.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Chapter-4-Answer-Key-1024x877.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Chapter-4-Answer-Key-768x658.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Chapter-4-Answer-Key.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 8.<br \/>\n7)\\(\\overline { 287 } \\)<br \/>\n______<\/p>\n<p>Answer: 41<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-medium wp-image-8207\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2-1-300x192.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-2\" width=\"300\" height=\"192\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2-1-300x192.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2-1-1024x656.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2-1-768x492.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-2-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 9.<br \/>\n5)\\(\\overline { 405 } \\)<br \/>\n______<\/p>\n<p>Answer: 81<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8208\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3-1-300x197.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-3\" width=\"300\" height=\"197\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3-1-300x197.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3-1-1024x671.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3-1-768x503.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-3-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 10.<br \/>\n3)\\(\\overline { 696 } \\)<br \/>\n______<\/p>\n<p>Answer: 232<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8209\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4-1-300x245.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-4\" width=\"300\" height=\"245\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4-1-300x245.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4-1-1024x835.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4-1-768x626.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-4-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 11.<br \/>\n96 \u00f7 6 = ______<\/p>\n<p>Answer: 16<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8210\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5-1-300x201.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-5\" width=\"300\" height=\"201\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5-1-300x201.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5-1-1024x685.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5-1-768x513.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-5-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 12.<br \/>\n76 \u00f7 5 = ______ R ______<\/p>\n<p>Answer: 15R1<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8211\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6-1-300x194.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-6\" width=\"300\" height=\"194\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6-1-300x194.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6-1-1024x662.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6-1-768x496.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-6-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 13.<br \/>\n58 \u00f7 4 = ______ R ______<\/p>\n<p>Answer: 14R2<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8212\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7-1-300x194.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-7\" width=\"300\" height=\"194\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7-1-300x194.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7-1-1024x663.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7-1-768x497.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-7-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Question 14.<br \/>\n85 \u00f7 2 = ______ R ______<\/p>\n<p>Answer: 42R1<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-8213\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8-1-300x209.jpg\" alt=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers img-8\" width=\"300\" height=\"209\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8-1-300x209.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8-1-1024x714.jpg 1024w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8-1-768x535.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Homework-Practice-FL-Chapter-4-Divide-by-1-Digit-Numbers-img-8-1.jpg 1080w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><em><strong>Lessons 4.10\u20134.11<\/strong><\/em><\/p>\n<p><strong>Divide and check.<\/strong><\/p>\n<p>Question 15.<br \/>\n4)\\(\\overline { 896 } \\)<br \/>\n______<\/p>\n<p>Answer: 224<\/p>\n<p>Explanation:<br \/>\n224<br \/>\n<span style=\"text-decoration: underline;\">\u00d7 4<\/span><br \/>\n896<\/p>\n<p>Question 16.<br \/>\n5)\\(\\overline { 833 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 166r3<\/p>\n<p>Explanation:<br \/>\n166<br \/>\n<span style=\"text-decoration: underline;\">\u00d7 5<\/span><br \/>\n830<br \/>\n<span style=\"text-decoration: underline;\">+ 3<\/span><br \/>\n833<\/p>\n<p>Question 17.<br \/>\n6)\\(\\overline { 527 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 87r5<\/p>\n<p>Explanation:<br \/>\n87<br \/>\n<span style=\"text-decoration: underline;\">\u00d76<\/span><br \/>\n522<br \/>\n<span style=\"text-decoration: underline;\">+ 5<\/span><br \/>\n527<\/p>\n<p>Question 18.<br \/>\n3)\\(\\overline { 935 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 311r2<\/p>\n<p>Explanation:<br \/>\n311<br \/>\n<span style=\"text-decoration: underline;\">\u00d7 3<\/span><br \/>\n933<br \/>\n<span style=\"text-decoration: underline;\">+ 2<\/span><br \/>\n935<\/p>\n<p>Question 19.<br \/>\n3)\\(\\overline { 1,976 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 658R2<\/p>\n<p>Explanation:<br \/>\n658<br \/>\n<span style=\"text-decoration: underline;\">\u00d7 3<\/span><br \/>\n1974<br \/>\n<span style=\"text-decoration: underline;\">+\u00a0 \u00a0 2<\/span><br \/>\n1976<\/p>\n<p>Question 20.<br \/>\n6)\\(\\overline { 1,042 } \\)<br \/>\n______ R ______<\/p>\n<p>Answer: 173r4<\/p>\n<p>Explanation:<br \/>\n173<br \/>\n<span style=\"text-decoration: underline;\">\u00d7\u00a0 \u00a06<\/span><br \/>\n1038<br \/>\n<span style=\"text-decoration: underline;\">+\u00a0 \u00a04<\/span><br \/>\n1042<\/p>\n<p><em><strong>Lesson 4.12<\/strong><\/em><\/p>\n<p><strong>Solve. Draw a diagram to help you.<\/strong><\/p>\n<p>Question 21.<br \/>\nEllis has 2 dozen white baseballs and 4 dozen yellow baseballs. He needs to divide them into cartons that hold 6 each. How many cartons can he fill?<br \/>\n______ cartons<\/p>\n<p>Answer: 6 cartons<\/p>\n<p>Explanation:<br \/>\nGiven,<br \/>\nEllis has 2 dozen white baseballs and 4 dozen yellow baseballs.<br \/>\nHe needs to divide them into cartons that hold 6 each.<br \/>\n6 2 Dozens and 4 Dozens are 12+24 = 36\/6 = 6<br \/>\nTherefore he can fill 6 cartons.<\/p>\n<p>Question 22.<br \/>\nA family of 2 adults and 3 children went out to dinner. The total bill was $42. Each child\u2019s dinner cost $4. How much did each adult\u2019s dinner cost?<br \/>\n$ ______<\/p>\n<p>Answer: $15<\/p>\n<p>Explanation:<br \/>\nEach child&#8217;s dinner &#8211; $4<br \/>\n3 child&#8217;s dinner &#8211; $4 x 3 = $12<br \/>\n$42 &#8211; 12 = $30<br \/>\n$30 divided by 2 = $15<br \/>\nThus each adult&#8217;s dinner cost is $15.<\/p>\n<h3><em>Conclusion:<\/em><\/h3>\n<p>Find more questions for practice from here, <a href=\"https:\/\/ccssmathanswers.com\/go-math-grade-4-answer-key-chapter-4-divide-by-1-digit-numbers\/\" target=\"_blank\" rel=\"noopener noreferrer\">Go Math Grade 4 Answer Key Chapter 4 Divide by 1-Digit Numbers<\/a> and develop your mathematical skills. Drop your queries and feedback by posting the comment below and we&#8217;ll update if anything requires as well as we&#8217;ll answer your doubts Asap.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Detailed and Step-by-step explanation of Chapter 5 concepts is provided in this Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers. Assure that you should practice with the help of Go math HMH grade 4 chapter 5 solution key and improve mathematical and logical skills. Learning &amp; practicing the &#8230; <a title=\"Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers\" class=\"read-more\" href=\"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-homework-practice-fl-chapter-4-divide-by-1-digit-numbers\/\" aria-label=\"More on Go Math Grade 4 Answer Key Homework Practice FL Chapter 4 Divide by 1-Digit Numbers\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":8875,"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-pages-67-93-answer-key.jpeg","_links":{"self":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/2692"}],"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=2692"}],"version-history":[{"count":1,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/2692\/revisions"}],"predecessor-version":[{"id":92828,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/2692\/revisions\/92828"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media\/8875"}],"wp:attachment":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media?parent=2692"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/categories?post=2692"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/tags?post=2692"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}