This chapter discusses multiplication and division facts. It includes 10 lessons: relating multiplication and division; algebra properties; facts through 5; problem solving skills; facts through 10; multiplying with 11 and 12; problem solving investigations; multiplying three numbers; factors and multiples; and prime and composite numbers. The lessons provide examples and practice with multiplication and division concepts and skills.

1. Chapter 5
Multiplication and Division Facts
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2. Multiplication and Division Facts
5
Lesson 5-1 Relate Multiplication and Division
Lesson 5-2 Algebra: Multiplication and Division
Properties
Lesson 5-3 Multiply and Divide Facts Through 5
Lesson 5-4 Problem-Solving Skill: Choose an
Operation
Lesson 5-5 Multiply and Divide Facts Through 10
Lesson 5-6 Multiply with 11 and 12
Lesson 5-7 Problem-Solving Investigation: Choose
a Strategy
Lesson 5-8 Multiply Three Numbers
Lesson 5-9 Factors and Multiples
Lesson 5-10 Prime and Composite Numbers

3. 5-1 Relate Multiplication and Division
Five-Minute Check (over Chapter 4)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
Meaning of Multiplication and Division

4. 5-1 Relate Multiplication and Division
• I will understand how multiplication and division
are related.
• fact family

5. 5-1 Relate Multiplication and Division
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication, and
division of whole numbers and understand the
relationships among the operations.

6. 5-1 Relate Multiplication and Division
Standard 4MR2.3 Use a variety of methods, such
as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical
reasoning.

7. 5-1 Relate Multiplication and Division
Write a fact family
for the array.
There are 3 rows, 6
columns, and a total
of 18 objects.
3 × 6 = 18 6 × 3 = 18
18 3=6 18 ÷ 6 = 3

8. 5-1 Relate Multiplication and Division
Write a fact family for the
array.
A. 3 6 = 15; 6 3 = 15; 15 3 = 6; 15 6=3
B. 3 5 = 15; 5 3 = 15; 15 3 = 5; 15 5=3
C. 4 5 = 15; 5 4 = 15; 15 4 = 5; 15 5=4
D. 3 5 = 20; 5 3 = 20; 20 3 = 5; 20 5=3

9. 5-1 Relate Multiplication and Division
Write the fact family for the numbers 5, 7, and 35.
Do the same thing you would if there was an array of
5 rows, 7 columns, and a total of 35 pieces.
5 × 7 = 35 7 × 5 = 35
35 5=7 35 ÷ 7 = 5

10. 5-1 Relate Multiplication and Division
Write the fact family for the numbers 3, 7, and 21.
A. 3 8 = 21; 8 3 = 21; 21 3 = 8; 21 8=3
B. 3 7 = 22; 7 3 = 22; 22 3 = 7; 22 7=3
C. 3 7 = 21; 7 3 = 21; 21 3 = 7; 21 7=3
D. 3 7 = 21; 7 3 = 21; 21 3 = 7; 21 7=3

11. 5-1 Relate Multiplication and Division
Jorge has 42 pictures he wants to place in an
album. If six pictures fit on each page, how many
pages will he fill?
Find 42 6. You can use a related multiplication fact
to help you divide.

12. 5-1 Relate Multiplication and Division
42 6=
42 6=7
Answer: So, Jorge will fill 7 pages.

13. 5-1 Relate Multiplication and Division
Lisa has 24 markers. She wants to split them
equally among her and her two friends. How
many markers will each get?
A. 5
B. 6
C. 7
D. 8

15. 5-2 Algebra: Multiplication and Division Properties
Five-Minute Check (over Lesson 5-1)
Main Idea and Vocabulary
California Standards
Key Concepts: Multiplication Properties
Key Concepts: Division Facts
Example 1
Example 2
Example 3

16. 5-2 Algebra: Multiplication and Division Properties
• I will use multiplication and division properties.
• Commutative Property • Identity Property
• Associative Property • Zero Property

17. 5-2 Algebra: Multiplication and Division Properties
Standard 4AF1.0 Students use and interpret
variables, mathematical symbols, and properties
to write and simplify expressions and sentences.

18. 5-2 Algebra: Multiplication and Division Properties

19. 5-2 Algebra: Multiplication and Division Properties

20. 5-2 Algebra: Multiplication and Division Properties
Identify the property shown by 9 × 0 = 0.
A number is multiplied by 0, and the product is 0. This
is the Zero Property of Multiplication.
Answer: Zero Property of Multiplication

21. 5-2 Algebra: Multiplication and Division Properties
Identify the property shown by 2 × 4 = 8 and
4 × 2 = 8.
A. Commutative Property
B. Associative Property
C. Identity Property
D. Zero Property

22. 5-2 Algebra: Multiplication and Division Properties
Complete (5 × 6) × 2 = 5 × ( 6 × ). Identify the
property used.
(5 × 6) × 2 = 5 × ( 6 × )
A 2 completes the number sentence. The way in which
the factors are grouped does not change the product.
This is the Associative Property of Multiplication.
Answer: 2; Associative Property of Multiplication

23. 5-2 Algebra: Multiplication and Division Properties
Complete (7 × 4) × 9 = 7 × ( 4 × ). Identify the
property used.
A. 7; Associative Property of Addition
B. 9; Associative Property of Multiplication
C. 4; Associative Property of Multplication
D. 9; Commutative Property of Multiplication

24. 5-2 Algebra: Multiplication and Division Properties
Rafi went to the park with his brother and his sister.
Together they had three kites. How many kites did
each person have?
3 3 = 1
According to the rule, a non-zero number divided by the
same number is 1.
Answer: So, each person will get 1 kite.

25. 5-2 Algebra: Multiplication and Division Properties
Trevor and 4 of his friends are celebrating his
birthday at his house. His mom made 5 sandwiches
for all of them to eat. How many sandwiches will
each person get?
A. 5
B. 3
C. 1
D. 1

27. 5-3 Multiply and Divide Facts Through 5
Five-Minute Check (over Lesson 5-2)
Main Idea
California Standards
Example 1
Example 2

28. 5-3 Multiply and Divide Facts Through 5
• I will recognize multiplication and division facts
0 through 5.

29. 5-3 Multiply and Divide Facts Through 5
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication, and
division of whole numbers and understand
relationships among the operations.

30. 5-3 Multiply and Divide Facts Through 5
Standard 4MR2.3 Use a variety of
methods, such as
words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical
reasoning.

31. 5-3 Multiply and Divide Facts Through 5
At the indoor track, eight laps equal one mile. If
Tanya runs 3 miles, how many laps did she run?
You need to find 8 × 3.

32. 5-3 Multiply and Divide Facts Through 5
One Way: Skip Count
Start at 0. Count by 8s. So, 8 × 3 = 24.

33. 5-3 Multiply and Divide Facts Through 5
Another Way: Area Model
8 × 3 = 24
Count the squares. There is a total of 24
squares.

34. 5-3 Multiply and Divide Facts Through 5
A classroom has 4 sets of crayon boxes. There
are 5 crayons in each set. How many crayons
are there total?
A. 10
B. 15
C. 20
D. 25

35. 5-3 Multiply and Divide Facts Through 5
Ernesto’s family uses two rolls of film each week
of their vacation. If they used a pack of six rolls of
film, how long was their vacation?
You need to find 6 2.
There are different strategies to use when finding
division facts.

36. 5-3 Multiply and Divide Facts Through 5
One Way: Skip Count
Start at 6. Count back by 2s until you reach 0.
Count the number of times you subtracted.
6÷2=3

37. 5-3 Multiply and Divide Facts Through 5
Another Way: Related Facts
6 ÷2=
6 ÷2=3
Answer: So, Ernesto’s family vacation was
3 weeks long.

38. 5-3 Multiply and Divide Facts Through 5
There are 3 calculators in a classroom of 15
students. How many students per calculator
are there?
A. 5
B. 4
C. 3
D. 2

40. 5-4 Problem-Solving Skill: Choose an Operation
Five-Minute Check (over Lesson 5-3)
Main Idea
California Standards
Example 1: Problem-Solving Skill

41. 5-4 Problem-Solving Skill: Choose an Operation
• I will choose an operation to solve a problem.

42. 5-4 Problem-Solving Skill: Choose an Operation
Standard 4MR1.1 Analyze problems by
identifying relationships, distinguishing
relevant from irrelevant information,
sequencing and prioritizing information,
and observing patterns.

43. 5-4 Problem-Solving Skill: Choose an Operation
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication, and
division of whole numbers and understand the
relationships among the operations.

44. 5-4 Problem-Solving Skill: Choose an Operation
There are 9 rows on the Twisted Zipper roller
coaster. Each row has 4 seats. What operation do
you need to use to find how many people can
ride the roller coaster at a time?

45. 5-4 Problem-Solving Skill: Choose an Operation
Understand
What facts do you know?
• There are 9 rows.
• There are 4 seats per row.
What do you need to find?
• The operation you should use to find how many
people can ride the roller coaster at a time.

46. 5-4 Problem-Solving Skill: Choose an Operation
Plan
You should multiply because there are groups of
the same number in each group. Multiply the
number of rows by the number of seats per row.

47. 5-4 Problem-Solving Skill: Choose an Operation
Solve
Multiply to find the answer.
9 × 4 = 36
Answer: So, 36 people can ride the roller coaster
at a time.

48. 5-4 Problem-Solving Skill: Choose an Operation
Check
Look back at the problem. Find 9 × 4 another way to
see if you get the same answer. You can use an array.
9 × 4 = 36. So, the answer is correct.

50. 5-5 Multiply and Divide Facts Through 10
Five-Minute Check (over Lesson 5-4)
Main Idea
California Standards
Example 1
Example 2

51. 5-5 Multiply and Divide Facts Through 10
• I will recognize multiplication and division facts
through 10.

52. 5-5 Multiply and Divide Facts Through 10
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication,
and division of whole numbers and understand
relationships among the operations.

53. 5-5 Multiply and Divide Facts Through 10
Standard 4MR3.2 Note the method of deriving
the solution and demonstrate a conceptual
understanding of the derivation by solving
similar problems.

54. 5-5 Multiply and Divide Facts Through 10
A mini-bus has 8 rows with 4 seats in each row.
How many people can be seated in the mini-bus?
Find 8 × 4.

55. 5-5 Multiply and Divide Facts Through 10
One Way: Area Model
There are 32 squares in all. So, 8 × 4 = 32.

56. 5-5 Multiply and Divide Facts Through 10
Another Way: Related Fact
8×4=
8 × 4 = 32
Answer: So, 32 people can be seated in the
mini-bus.

57. 5-5 Multiply and Divide Facts Through 10
In a small school theater, there are 9 rows of
seats and 9 seats per row. How many seats are
there in all?
A. 18
B. 81
C. 9
D. 72

58. 5-5 Multiply and Divide Facts Through 10
Filipa noticed that there are 2 pages of
advertisements for every article she reads
in a magazine. If she saw a total of 16
pages of advertisements, how many
articles did she read?
There are 16 pages of advertisements. Divide
16 by 2 to find how many articles Filipa read.

59. 5-5 Multiply and Divide Facts Through 10
16 ÷ 2 =
16 ÷ 2 = 8
Answer: So, Filipa read 8 articles.

60. 5-5 Multiply and Divide Facts Through 10
Check
The area model shows 16 squares in rows of 2. Count
the number of rows.
So, 16 ÷ 2 = 8.

61. 5-5 Multiply and Divide Facts Through 10
Jordan saw a sign saying that for every lap she
runs around the park, it is equal to 3 miles. If
Jordan ran 12 miles, how many laps did she run?
A. 2
B. 3
C. 4
D. 5

63. 5-6 Multiply with 11 and 12
Five-Minute Check (over Lesson 5-5)
Main Idea and Vocabulary
California Standards
Example 1
Example 2

64. 5-6 Multiply with 11 and 12
• I will recognize multiplication facts for 11 and 12.
• Distributive Property of Multiplication

65. 5-6 Multiply with 11 and 12
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication,
and division of whole numbers and understand
relationships among the operations.

66. 5-6 Multiply with 11 and 12
Standard 4MR3.3 Develop generalizations of
the results obtained and apply them in other
circumstances.

67. 5-6 Multiply with 11 and 12
Pang works at a bakery. He received an order for
9 dozen bagels. How many bagels does he need
to fill the order?
There are 12 bagels in one dozen. So, you need to find
9 × 12.

68. 5-6 Multiply with 11 and 12
Think of 9 × 12 as (9 × 10) + (9 × 2).

69. 5-6 Multiply with 11 and 12
9 × 12 = (9 × 10) + (9 × 2)
= 90 + 18
= 108
Answer: So, 108 bagels are needed to fill a 9
dozen order.

70. 5-6 Multiply with 11 and 12
Sarah wants to order 5 dozen cookies for her party.
How many cookies will she have total?
A. 60
B. 55
C. 10
D. 5

71. 5-6 Multiply with 11 and 12
A group of 11 friends went to a minor league ball
game. The total ticket cost was $99. How much did
each ticket cost?
Use a related multiplication fact to help you find
$99 ÷ 11.

72. 5-6 Multiply with 11 and 12
$99 ÷ 11 =
$99 ÷ 11 = $9
Answer: So, each ticket cost $9.

73. 5-6 Multiply with 11 and 12
Candace and 10 of her friends went ice-skating at
the local rink. The total cost for all of them to skate
was $77. How much did it cost per person?
A. $10
B. $11
C. $77
D. $7

75. 5-7 Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 5-6)
Main Idea
California Standards
Example 1: Problem-Solving Investigation

76. 5-7 Problem-Solving Investigation: Choose a Strategy
• I will choose the best strategy to solve a problem.

77. 5-7 Problem-Solving Investigation: Choose a Strategy
Standard 4MR1.1 Analyze problems by
identifying relationships, distinguishing relevant
from irrelevant information, sequencing and
prioritizing information, and observing patterns.

78. 5-7 Problem-Solving Investigation: Choose a Strategy
Standard 4NS3.0 Students solve problems
involving addition, subtraction, multiplication,
and division of whole numbers and understand
the relationships among the operations.

79. 5-7 Problem-Solving Investigation: Choose a Strategy
KASA: I go to ballet lessons every
week. I dance 2 hours during every
lesson. I dance a total of
6 hours each week.
YOUR MISSION: Find how many ballet
lessons Kasa has in 4 weeks.

80. 5-7 Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
• Kasa dances 2 hours during each lesson.
• She dances a total of 6 hours each week.
What do you need to find?
• Find how many lessons she has in 4 weeks.

81. 5-7 Problem-Solving Investigation: Choose a Strategy
Plan
Divide the number of hours Kasa practices each
week by the number of hours each lesson lasts.
Then multiply by 4, the number of weeks.

82. 5-7 Problem-Solving Investigation: Choose a Strategy
Solve
hours per hours per lessons
week lesson per week
6 ÷ 2 = 3
So, Kasa has 3 ballet lessons each week.

83. 5-7 Problem-Solving Investigation: Choose a Strategy
Solve
lessons lessons in
per week weeks 4 weeks
3 × 4 = 12
Answer: So, Kasa has 12 ballet lessons in
4 weeks.

84. 5-7 Problem-Solving Investigation: Choose a Strategy
Check
Look back at the problem. Check your answer by
dividing the number of lessons in 4 weeks by the
number of weeks. 12 ÷ 4 = 3. Then, multiply the
number of hours per lesson by the number of
lessons each week. 2 × 3 = 6. So, the answer is
correct.

86. 5-8 Multiply Three Numbers
Five-Minute Check (over Lesson 5-7)
Main Idea
California Standards
Example 1

87. 5-8 Multiply Three Numbers
• I will multiply 3 factors.

88. 5-8 Multiply Three Numbers
Standard 4AF1.0 Students use and interpret
variables, mathematical symbols, and
properties to write and simplify expressions
and sentences.

89. 5-8 Multiply Three Numbers
Mrs. Chu ordered 4 boxes of fruit bars to sell at the
baseball concession stand. Each box contains 3
bars, and each bar has 2 pieces. How many pieces
did she order?
You need to find 4 3 × 2. There are two ways to group
the numbers.

90. 5-8 Multiply Three Numbers
One Way Another Way
Multiply 4 × 3 first. Multiply 3 × 2 first.
4×3×2 4×3×2
(4 × 3) × 2 4 × (3 × 2)
12 × 2 4×6
24 24
Answer: So, Mrs. Chu ordered 24 pieces.

91. 5-8 Multiply Three Numbers
Mr. Hawkins ordered 3 boxes of cookies for him
and his family. Each box contains 3 packs of
cookies, and each pack contains 2 cookies. How
many total cookies does he have?
A. 9
B. 6
C. 18
D. 8

93. 5-9 Factors and Multiples
Five-Minute Check (over Lesson 5-8)
Main Idea and Vocabulary
California Standards
Example 1
Example 2

94. 5-9 Factors and Multiples
• I will find factors and multiples of whole numbers.
• factor
• multiple

95. 5-9 Factors and Multiples
Standard 4NS4.1 Understand that many whole
numbers break down in different ways (e.g. 12
= 4 × 3 = 2 × 6 = 2 × 2 × 3).

96. 5-9 Factors and Multiples
Standard 4MR2.3 Use a variety of methods,
such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models to
explain mathematical reasoning.

97. 5-9 Factors and Multiples
How could Mrs. Salgado arrange the desks if she
had 25 desks?
Think of number pairs that result in a product of 25.
1 × 25 = 25

98. 5-9 Factors and Multiples
5 × 5 = 25
The factors of 25 are 1, 5, and 25. The different arrays
show the ways that the desks can be arranged.
Answer: So, the desks can be arranged in 2 ways.

99. 5-9 Factors and Multiples
If Mrs. Rameriez has 16 desks in her classroom,
how many ways can she arrange them?
A. 1 16, 2 8, 4 4
B. 1 16
C. 2 8, 4 4
D. 1 16, 2 8

100. 5-9 Factors and Multiples
Identify the first five multiples of 9.
On a multiplication table, look across the row for 9, or
down the column for 9. All of the numbers listed in the
row or the column are multiples of 9.

101. 5-9 Factors and Multiples

102. 5-9 Factors and Multiples
Answer: So, the first five multiples of 9 are
0, 9, 18, 27, and 36.

103. 5-9 Factors and Multiples
Identify the first five multiples of 6.
A. 12, 18, 24, 30, 36
B. 0, 6, 12, 18, 24
C. 17, 20, 23, 26, 29
D. 30, 36, 42, 48, 54

105. 5-10 Prime and Composite Numbers
Five-Minute Check (over Lesson 5-9)
Main Idea and Vocabulary
California Standards
Key Concepts: Prime and Composite Numbers
Example 1
Example 2
Example 3
Prime and Composite Numbers

106. 5-10 Prime and Composite Numbers
• I will determine if a number is prime or composite.
• composite number
• prime number

107. 5-10 Prime and Composite Numbers
Standard 4NS4.2 Know that numbers such as 2,
3, 4, 7, and 11 do not have any factors except for
1 and themselves and that such numbers are
called prime numbers.

108. 5-10 Prime and Composite Numbers

109. 5-10 Prime and Composite Numbers
Tell whether 39 is prime, composite, or neither.
Find the factors of 39.
1 39
3 13
Factors of 39: 1, 3, 13, 39.
Answer: Since 39 has more than two factors, it
is a composite number.

110. 5-10 Prime and Composite Numbers
Tell whether 42 is prime, composite, or neither.
A. prime
B. composite
C. neither
D. both

111. 5-10 Prime and Composite Numbers
Tell whether 23 is prime, composite, or neither.
Find the factors of 23.
1 23
Factors of 23: 1, 23.
Answer: Since 23 has exactly two distinct
factors, it is a prime number.

112. 5-10 Prime and Composite Numbers
Tell whether 41 is prime, composite, or neither.
A. prime
B. composite
C. neither
D. both

113. 5-10 Prime and Composite Numbers
Tell whether 18 is prime, composite, or neither.
Find the factors of 18.
1 18
2 9
3 6
Factors of 18: 1, 2, 3, 6, 9, 18.
Answer: Since 18 has more than two factors, it
is a composite number.

114. 5-10 Prime and Composite Numbers
Tell whether 30 is prime, composite, or neither.
A. prime
B. composite
C. both
D. neither

116. Multiplication and Division Facts
5
Five-Minute Checks
Meaning of Multiplication and Division
Prime and Composite Numbers

117. Multiplication and Division Facts
5
Lesson 5-1 (over Chapter 4)
Lesson 5-2 (over Lesson 5-1)
Lesson 5-3 (over Lesson 5-2)
Lesson 5-4 (over Lesson 5-3)
Lesson 5-5 (over Lesson 5-4)
Lesson 5-6 (over Lesson 5-5)
Lesson 5-7 (over Lesson 5-6)
Lesson 5-8 (over Lesson 5-6)
Lesson 5-9 (over Lesson 5-6)
Lesson 5-10 (over Lesson 5-6)

118. Multiplication and Division Facts
5
(over Chapter 4)
How long did the Hamel family swim?
A. 9 hours
B. 4 hours
C. 3 hours
D. 5 hours

119. Multiplication and Division Facts
5
(over Chapter 4)
What activity did they spend the most time doing?
A. beach
B. boat
C. hiking
D. shopping

120. Multiplication and Division Facts
5
(over Lesson 5-1)
Identify the property shown.
5 2=2 5
A. Commutative Property of Addition
B. Identity Property
C. Associative Property of Multiplication
D. Commutative Property of Multiplication

121. Multiplication and Division Facts
5
(over Lesson 5-1)
Identify the property shown.
8 1=8
A. Zero Property
B. Identity Property
C. Commutative Property of Multiplication
D. Associative Property of Multiplication

122. Multiplication and Division Facts
5
(over Lesson 5-1)
Identify the property shown.
(6 2) 3=6 (2 3)
A. Associative Property of Multiplication
B. Identity Property
C. Commutative Property of Multiplication
D. Zero Property

123. Multiplication and Division Facts
5
(over Lesson 5-1)
Identify the property shown.
12 0=0
A. Identity Property
B. Zero Property
C. Associative Property of Multiplication
D. Commutative Property of Multiplication

124. Multiplication and Division Facts
5
(over Lesson 5-1)
Identify the property shown.
7 9=9 7
A. Associative Property of Multiplication
B. Zero Property
C. Commutative Property of Multiplication
D. Identity Property

125. Multiplication and Division Facts
5
(over Lesson 5-2)
Write the fact family for each set of numbers.
2, 4, 8
A. 2 + 2 = 4, 4 + 4 = 8, 4 – 2 = 2, 8 – 4 = 4
B. 8 + 8 = 16, 16 – 8 = 8
C. 2 4 = 8, 4 2 = 8, 8 4 = 2, 8 2=4
D. 2 2 = 4, 4 4 = 16, 8 8 = 64

126. Multiplication and Division Facts
5
(over Lesson 5-2)
Write the fact family for each set of numbers.
5, 8, 40
A. 5 8 = 40, 8 5 = 40, 40 8 = 5, 40 5=8
B. 5 + 5 = 10, 8 + 8 = 16, 40 + 40 = 80
C. 5 1 = 5, 8 1 = 8, 40 1 = 40
D. 5 8 = 40, 8 5 = 40

127. Multiplication and Division Facts
5
(over Lesson 5-2)
Divide. Use a related multiplication fact.
10 5 = __
A. 15
B. 5
C. 2
D. 50

128. Multiplication and Division Facts
5
(over Lesson 5-2)
Divide. Use a related multiplication fact.
48 6 = __
A. 6
B. 8
C. 42
D. 12

129. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
4 3
A. 7
B. 1
C. 13
D. 12

130. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
3 10
A. 9
B. 13
C. 30
D. 7

131. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
5 5
A. 25
B. 10
C. 0
D. 50

132. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
12 2
A. 10
B. 14
C. 5
D. 6

133. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
32 4
A. 28
B. 8
C. 36
D. 6

134. Multiplication and Division Facts
5
(over Lesson 5-3)
Multiply or divide.
45 5
A. 50
B. 9
C. 40
D. 8

135. Multiplication and Division Facts
5
(over Lesson 5-4)
Tell which operation you would use to solve the
problem. Then solve. At the picnic, Salvador ate 3
hot dogs. Together, Salvador and Aidan ate 7 hot
dogs. How many hot dogs did Aidan eat?
A. Addition; 10
B. Division; 3.5
C. Subtraction; 4
D. Subtraction; 7

136. Multiplication and Division Facts
5
(over Lesson 5-5)
Multiply 8 5.
A. 13
B. 45
C. 40
D. 35

137. Multiplication and Division Facts
5
(over Lesson 5-5)
Multiply 9 6.
A. 45
B. 54
C. 15
D. 64

138. Multiplication and Division Facts
5
(over Lesson 5-5)
Divide 64 8.
A. 7
B. 56
C. 9
D. 8

139. Multiplication and Division Facts
5
(over Lesson 5-5)
Multiply 4 6.
A. 24
B. 10
C. 12
D. 18

140. Multiplication and Division Facts
5
(over Lesson 5-5)
Divide 32 8.
A. 24
B. 6
C. 4
D. 3

141. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 12 5.
A. 17
B. 7
C. 60
D. 65

142. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 11 10.
A. 100
B. 21
C. 111
D. 110

143. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 11 6.
A. 110
B. 66
C. 60
D. 160

144. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 12 9.
A. 108
B. 120
C. 96
D. 109

145. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 12 7.
A. 72
B. 84
C. 96
D. 48

146. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 11 11.
A. 110
B. 111
C. 121
D. 101

147. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 12 8.
A. 84
B. 108
C. 88
D. 96

148. Multiplication and Division Facts
5
(over Lesson 5-6)
Find the product of 11 12.
A. 121
B. 102
C. 132
D. 122

149. Multiplication and Division Facts
5
(over Lesson 5-7)
Use any strategy to solve. Leticia is on a swim
team that practices 4 days each week. Each
practice is 3 hours long. How many hours per week
does Leticia have swim practice?
A. 20 hours
B. 15 hours
C. 7 hours
D. 12 hours

150. Multiplication and Division Facts
5
(over Lesson 5-8)
Find the product of 3 4 5.
A. 45
B. 60
C. 35
D. 27

151. Multiplication and Division Facts
5
(over Lesson 5-8)
Find the product of 8 4 3.
A. 36
B. 69
C. 96
D. 56

152. Multiplication and Division Facts
5
(over Lesson 5-8)
Find the product of 2 3 9.
A. 54
B. 45
C. 24
D. 63

153. Multiplication and Division Facts
5
(over Lesson 5-8)
Find the product of 2 6 4.
A. 32
B. 20
C. 48
D. 26

154. Multiplication and Division Facts
5
(over Lesson 5-8)
Find the product of 8 2 4.
A. 46
B. 40
C. 34
D. 64

155. Multiplication and Division Facts
5
(over Lesson 5-9)
Identify the first 5 multiples of 3.
A. 1, 3, 6, 12, 24
B. 3, 6, 9, 12, 15
C. 1, 6, 9, 12, 15
D. 0, 1, 3, 6, 9

156. Multiplication and Division Facts
5
(over Lesson 5-9)
Identify the first 5 multiples of 12.
A. 1, 2, 3, 4, 6
B. 0, 1, 2, 3, 4
C. 12, 24, 36, 48, 60
D. 1, 12, 24, 48, 96

157. Multiplication and Division Facts
5
(over Lesson 5-9)
Identify the first 5 multiples of 9.
A. 1, 3, 9, 18, 27
B. 9, 18, 27, 36, 45
C. 0, 1, 9, 18, 27
D. 3, 6, 12, 24, 48

158. Multiplication and Division Facts
5
(over Lesson 5-9)
Find all the factors of 55.
A. 0, 1, 2, 5, 11
B. 1, 5, 11
C. 1, 5, 110
D. 1, 5, 11, 55

159. Multiplication and Division Facts
5
(over Lesson 5-9)
Find all the factors of 23.
A. 1, 2, 3, 23
B. 1, 23
C. 1, 23, 46
D. 0, 2, 3

160. This slide is intentionally blank.