This document provides a summary of Chapter 2 which covers dividing by 1-digit divisors. It includes vocabulary words, examples of division problems and strategies, and practice problems. Some key strategies introduced are using compatible numbers to estimate quotients, modeling division with base-ten blocks, placing the first digit of the quotient, interpreting the remainder, drawing diagrams, and solving and checking division problems. Students are prompted to explain steps in their math journals. The chapter reviews dividing larger numbers, estimating, using properties and remainders to solve word problems.

1. CHAPTER 2
Divide by 1-Digit Divisors

2. Chapter 2: Vocabulary Words
 Compatible numbers – numbers that are easy
to compute with mentally
 Estimate – to find a number that is close to the
exact number

3. Chapter 2 Lesson 1
Patterns in Division
 Unlock the Problem

4. Problem Solving pg. 47
Use the sign to solve 16 - 17
16. A summer camp paid $560 for a group of 15-
year-olds to ride the tram. How many tickets
did the camp buy?
Cost of tickets for a 15-year old? ____
Division problem: ___ ÷ ___ = ___

5. Problem Solving pg. 47
Use the sign to solve 16 - 17
17. Fae paid $280 for youth tickets and $90 for
children’s tickets. How many of each kind of
ticket did Fae buy?
Cost of youth ticket? ___ Cost of children’s? ___
Division problem:

6. Connect to Science

7. Write Math - Journal
Explain why there is one more zero in
the dividend than in the quotient when
you find 40,000 ÷ 5.

8. Chapter 2 Lesson 2
Methods of Division with 1-Digit Divisors
Use partial quotients
- underline what is being asked
- circle the information needed to solve the problem
There are 4 students at each table in the cafeteria. If there are 128
students sitting at the tables, how many tables are in the cafeteria?
Divide: 128 ÷ 4
So there are ___ tables in the cafeteria.

9. Use the Distributive Property
 Explain why you can write the dividend using a different set of
addends and still have the same quotient?

10. Problem Solving pg. 52
Use the table to solve 21 - 23
21. Ross’s school is collecting food for the
community food bank. Ross and his
classmates each collected 9 items. How
many students are in Ross’s class?
Divide & Check:

11. Problem Solving pg. 52
Use the table to solve 21 - 23
23. In Aidan’s class each student collected one
less item than Emma’s class. How many
items did each student in Aidan’s class
collect? How many students are in Aidan’s
class?
***hint*** look at questions 22 for additional information
Divide & check

12. Write Math - Journal
Explain how to use the Distributive
Property to find 819 ÷ 9.

13. Chapter 2 Lesson 3
Estimate with 1-Digit Divisors
 Compatible numbers – numbers that are easy to compute with
mentally
 A horse’s heart beats 132 times in 3 minutes.
About how many times does it beat in 1
minute.
 Estimate: 132 ÷ 3
 Step 1: Find a number close to 132 that is easily divided by 3
example: 120 ÷ 3
 Step 2: Use a basic fact and a pattern to divide by 3
120 ÷ 3 = 4 120 ÷ 3 = 40
So, a horse’s heart beats about ___ times in minute.

14. Try This! pg. 53
 Use compatible numbers

15. Problem Solving pg. 55
Use the table to solve 24 - 27
24. About how many times does a chicken’s
heart beat in 1 minute?
25. About how many times does a cow’s heart
beat in 2 minutes?
26. About how many times faster does a cow’s
heart beat than a whale?

16. Connect to Reading pg.56

17. Write Math - Journal
 How can you use compatible numbers
to estimate quotients?

18. Chapter 2 Lesson 4
Model 3-Digit Division
 Investigate
 Complete with a partner
 Materials: base-ten blocks,
Go Math! pg. 57

19. Draw a quick picture
use base-ten blocks if needed
 Find 137 ÷ 4

20. Problem Solving pg. 60 What’s the error?

21. Write Math – Journal
 How can you use base-ten blocks to
model division of a 3-digit dividend by
a 1-digit divisor?

22. Chapter 2 Lesson 5
Place the First Digit
 Unlock the Problem

23. Example:
 Divide: 4236 ÷ 5

24. Unlock the Problem pg. 66
 Rosa has 125 daisy plants. If she plants an
equal number in each daisy section, will she
have any left over? If so, how many plants will
be left over?
 Rosa has ___ daisy plants. She puts an equal number in each
of ___ sections. Each section has ___ plants. Rosa has ___
daisy plants left over.

25. Write Math - Journal
 How can you tell where to place the
first digit of a quotient without dividing?

26. Chapter 2 Lesson 6
Interpret the Remainder
 There are 3 ways to interpret the remainder of
a division problem.
 Drop the remainder – if the questions asks for the
exact amount in each group.
 Add 1 to the quotient – if the entire dividend
needs to be accounted for.
 Use the remainder as the answer – if the question
asks how many are left.

27. Drop the remainder
5. A campground has cabins that can each hold
6 campers. There are 148 campers visiting
the campground. How many cabins are full if
6 campers are in each cabin?

28. Add 1 to the quotient
Problem Solving pg. 70 #9
Mr. Field wants to give each of his 36 campers
a certificate for completing an obstacle course.
If there are 8 certificates in one package, how
many packages will Mr. Field need?

29. Use the remainder
6. A total of 123 fifth-grader students are going
to Suwanee River State Park. Each minivan
holds 7 students. All of the minivans are full
except one. How many students will be in the
van that is not full?

30. Write the remainder as a fraction
and as a decimal.
 Example pg. 68

31. Write the remainder as a fraction
and as a decimal.
4. A group of 4 girls go to a bakery after school.
The girls share 14 cookies equally among
them. How many cookies did each girl eat?
10. James has 442 feet of rope. There are 6
teams of hikers. If James gives an equal
amount of rope to each group, how much rope
will they each receive?

32. Write Math - Journal
 How do you use the remainder to
solve a division problem?

33. Chapter 2 Lesson 7
Divide by 1-Digit Divisors
 Jenna’s family is planning a trip to Jamestown, California. The
family will start in Jacksonville, FL, to travel 2,754 miles over 9
days. If the family travels an equal number of miles each day, how
far will each day’s travel be?
Divide: 2,754 ÷ 9 Check:
9 2754
So, Jenna’s family will travel ___ miles each day.

34. Try This! Divide - write the remainder as
a decimal

35. Problem Solving pg. 74
Use the table to solve 19 - 20
19. If the Welcome gold nugget turned into 3
equal-sized gold bricks, how many troy
ounces would each brick weigh?

36. Problem Solving pg. 74
21. There are 246 students going on a field trip
to pan for gold. If each van holds 9 students,
how many vans are needed if all but the last
van is filled? How many students will ride in
the van that isn’t full?
They will need ___ full vans. There will be ___ students in the last van.

37. Write Math - Journal
 How do you solve and check a division
problem?

38. Chapter 2 Lesson 8
Draw a Diagram
 Sean and his family chartered a fishing boat for the
day. Sean fished for six hours and caught a white
marlin and an amberjack. The white marlin weighed
four times as much as the amberjack. Sean caught a
total of 145 pounds of fish. How much did each fish
weigh?
 Important information:
So, the amberjack weighed ___ pounds and the white marlin
weighed ___ pounds.

39. Draw a diagram
use the table to solve 4 - 7
2. What if the tarpon weighed 3 times as much as the
permit fish and the total weight of the two fish was 108
pounds? How much would each fish weigh?
Important information:
Diagram:
There was ____ pounds of permit fish & ____ pounds of tarpon.

40. Draw a diagram pg. 78
use the table to solve 4 - 7
4. Kevin is starting a saltwater aquarium witch 15
fish. He wants to start with twice as many
damselfish as clown fish. How many of each fish
will Kevin buy? How much will he pay for the
fish?
Important information:
Diagram:
Kevin will buy ___ damselfish and ___ clownfish. He will spend a total of $___.

41. Draw a diagram pg. 78
use the table to solve 4 - 7
5. Kevin used a store coupon to buy a 40-gallon
tank, an aquarium light, and a filtration system.
He paid a total of $240. How much did Kevin
save by using the coupon?
Important Information:
Diagram:
Kevin saved $___ by using his coupon.

42. Write Math - Journal
 How can the strategy d ra w a d ia g ra m
help you solve the division problem?

43. Chapter 2 - Review