{"id":7053,"date":"2024-01-02T16:42:26","date_gmt":"2024-01-02T11:12:26","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=7053"},"modified":"2024-01-03T09:40:58","modified_gmt":"2024-01-03T04:10:58","slug":"envision-math-common-core-grade-3-answer-key-topic-4","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-3-answer-key-topic-4\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 4 Use Multiplication to Divide: Division Facts"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 3 Answer Key<\/a>\u00a0Topic 4 Use Multiplication to Divide: Division Facts<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 4 Use Multiplication to Divide: Division Facts<\/h2>\n

Essential Questions:<\/strong>
\nHow can you use known multiplication facts to find unknown division facts? How are multiplication and division related?
\n\"Envision<\/p>\n

enVision STEM Project: Testing Models<\/strong>
\nDo Research Tests can be done to see if a model works or if a change makes it better. Use the Internet or other sources to find information about a model or prototype that was tested. Identify how the testing was done.<\/p>\n

Journal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Make a chart that includes the model, what changed in the test, and what stayed the same.<\/li>\n
  • Explain the results of the test.<\/li>\n
  • Write an equation to show one of the relationships in the test. Explain what the numbers represent.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong>
    \nChoose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • division<\/li>\n
    • factors<\/li>\n
    • multiplication<\/li>\n
    • equation<\/li>\n<\/ul>\n

      Question 1.
      \n_________ are multiplied together to give a product.
      \nAnswer:
      \n__Factors\u00a0_______ are multiplied together to give a product.<\/p>\n

       <\/p>\n

      \"Use<\/p>\n

      Question 2.
      \nUse _________ to find how many equal groups or how many are in each group.
      \nAnswer:
      \nUse __division_______ to find how many equal groups or how many are in each group.<\/p>\n

       <\/p>\n

      Question 3.
      \n___________ is an operation that gives the total number when you put together equal groups.
      \nAnswer:
      \n__Multiplication_________ is an operation that gives the total number when you put together equal groups.<\/p>\n

       <\/p>\n

       <\/p>\n

      Division
      \n<\/strong>Solve each problem. You can use bar diagrams, counters, or draw a picture to help.
      \nQuestion 4.
      \nStuart has 15 stickers to give to his 3 friends. How many stickers can each friend have?
      \n\"Envision
      \nAnswer:
      \nNumber of stickers each friend gives = 5.<\/p>\n

      Explanation:
      \nNumber of stickers Stuart has = 15.
      \nNumber of friends to give = 3.
      \nNumber of stickers each friend gives = Number of stickers Stuart has \u00f7 Number of friends to give
      \n= 15 \u00f7 3
      \n= 5.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4Use-Multiplication-to-Divide-Division-Facts-Division-4\"<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \nThere are 32 muffins. Eight people share them equally. How many muffins does each person get?
      \nAnswer:
      \nNumber of muffins each person get = 4.<\/p>\n

      Explanation:
      \nNumber of muffins = 32.
      \nNumber of people share them equally = 8.
      \nNumber of muffins each person get = Number of muffins \u00f7 Number of people share them equally
      \n= 32 \u00f7 8
      \n= 4.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \nSuzy has 12 granola bars. There are 2 granola bars in each package. How many packages of granola bars are there?
      \nAnswer:
      \nNumber of packages of granola bars there = 6.<\/p>\n

      Explanation:
      \nNumber of granola bars Suzy has = 12.
      \nNumber of granola bars in each package = 2.
      \nNumber of packages of granola bars there = Number of granola bars Suzy has \u00f7 Number of granola bars in each package
      \n= 12 \u00f7 2
      \n= 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Equations
      \n<\/strong>Question 7.
      \nBrian has 5 boxes. He puts 8 markers in each box. Which equation shows the total number of markers?
      \nA. 5 + 8 = 13
      \nB. 5 \u00d7 8 = 40
      \nC. 40 \u00f7 5 = 8
      \nD. 40 \u00f7 8 = 5
      \nAnswer:
      \nTotal number of markers = 40.
      \nB. 5 \u00d7 8 = 40.<\/p>\n

      Explanation:
      \nNumber of boxes Brian has = 5.
      \nNumber of markers in each box = 8.
      \nTotal number of markers = Number of boxes Brian has \u00d7 Number of markers in each box
      \n= 5 \u00d7 8
      \n= 40.<\/p>\n

       <\/p>\n

      \"Use<\/p>\n

       <\/p>\n

      Pick a Project<\/strong><\/p>\n

      PROJECT 4A
      \nWho are your favorite athletes?
      \nProject: Make a Poster of Your Favorite Athletes
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      PROJECT 4B
      \nWho is on our money?
      \nProject: Write a Report About Money
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      PROJECT 4C
      \nHow do you score in horseshoes?
      \nProject: Create a Score Sheet
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      PROJECT 4D
      \nWhat kind of game would you create?
      \nProject: Develop a Game
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      Lesson 4.1 Relate Multiplication and Division<\/h3>\n

      Solve & Share<\/strong>
      \nUse 24 counters to make arrays with equal rows. Write multiplication and division equations to describe your arrays.
      \nI can … use fact families to see how multiplication and division are related.
      \n\"Envision<\/p>\n

      Look Back! What relationships do you see between the multiplication and division equations for each of your arrays?
      \nAnswer:
      \nThe relationships\u00a0 between the multiplication and division equations for each of the arrays may be different in process yet the result value is same.<\/p>\n

      Explanation:
      \nProcess different to multiplication and division equations yet both are done to find the solution to the problem.<\/p>\n

      \"Use<\/p>\n

      Essential Question<\/strong>
      \nHow Can Multiplication Question Facts Help You Divide?
      \nAnswer:
      \nIn multiplication, we find the product of two factors. In division, we find the missing factor if the other factor and the product are known.<\/p>\n

      Explanation:
      \nIn multiplication, we find the product of two factors. In division, we find the missing factor if the other factor and the product are known. This is how Multiplication Question Facts Helps in Divide.<\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nThis array can show the relationship between multiplication and division.
      \n\"Envision
      \nMultiplication 3 rows of 10 drums
      \n3 \u00d7 10 = 30
      \n30 drums
      \nDivision 30 drums in 3 equal rows
      \n30 \u00f7 3 = 10
      \n10 drums in each row<\/p>\n

      A fact family shows how multiplication and division are related.
      \nFact family for 3, 10, and 30:
      \n\"Envision<\/p>\n

      The dividend is the number of objects to be divided.
      \nThe divisor is the number by which another number is divided.
      \nThe quotient is the answer to a division problem.
      \n\"Envision<\/p>\n

      Convince Me! Reasoning 4 \u00d7 7 = 28 is one fact in a fact family. Draw an array for this fact. Write the other three facts in the fact family.
      \nAnswer:
      \n4 \u00d7 7 = 28.
      \n28 = dividend.
      \n7 = divisor
      \n4 = quotient.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4Use-Multiplication-to-Divide-Division-Facts-Visual<\/p>\n

      Explanation:<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4Use-Multiplication-to-Divide-Division-Facts-Visual<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nLook at the fact family for 3, 10, and 30 on the previous page. What do you notice about the products and the dividends?
      \nAnswer:
      \nIt is noticed that the product in mathematics means that the two factors should be multiplied together.
      \nIn division, the amount or number to be divided is called the dividend.<\/p>\n

      Explanation:
      \nMultiplication 3 rows of 10 drums
      \n3 \u00d7 10 = 30 drums.
      \nDivision 30 drums in 3 equal rows
      \n30 \u00f7 3 = 10 drums in each row.
      \nIt is noticed that the product in mathematics means that the two factors should be multiplied together.
      \nIn division, the amount or number to be divided is called the\u00a0dividend.\u00a0Dividend\u00a0is the whole that is to be divided into parts.<\/p>\n

       <\/p>\n

      Question 2.
      \nIs 4 \u00d7 6 = 24 part of the fact family for 3, 8, and 24? Explain.
      \nAnswer:
      \nYes, 4 \u00d7 6 = 24 is a part of the fact family for 3, 8, and 24.<\/p>\n

      Explanation:
      \nIs 4 \u00d7 6 = 24 part of the fact family for 3, 8, and 24.
      \n4 \u00d7 6 = 24.
      \n24 \u00f7 4 = 6.
      \nDividend = 24.
      \nDivisor = 4
      \nQuotient = 6
      \n.
      \n3 \u00d7 8 = 24.
      \n24 \u00f7 3 = 8.
      \nDividend = 24.
      \nDivisor = 3
      \nQuotient = 8.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-5, use the relationship between multiplication and division to complete each equation.
      \nQuestion 3.
      \n3 \u00d7 7 = 21
      \n21 \u00f7 3 = ________
      \nAnswer:
      \n3 \u00d7 7 = 21.
      \n21 \u00f7 3 = __7__.<\/p>\n

      Explanation:
      \n3 \u00d7 7 = 21.
      \n21 \u00f7 3 = 7.
      \nDividend \u00f7 Quotient = Divisor.<\/p>\n

       <\/p>\n

      Question 4.
      \n18 \u00f7 2 = 9
      \n2 \u00d7 ______ = 18
      \nAnswer:
      \n18 \u00f7 2 = 9.
      \n2 \u00d7 __9____ = 18.<\/p>\n

      Explanation:
      \n18 \u00f7 2 = 9.
      \n2 \u00d7 9 = 18.
      \nQuotient \u00d7 divisor = dividend.<\/p>\n

       <\/p>\n

      Question 5.
      \n2 \u00d7 10 = 20
      \n20 \u00f7 2 = _________
      \nAnswer:
      \n2 \u00d7 10 = 20.
      \n20 \u00f7 2 = ____10_____.<\/p>\n

      Explanation:
      \n2 \u00d7 10 = 20.
      \n20 \u00f7 2 = 10.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 6 and 7, use the relationship between multiplication and division to complete each equation.
      \n\"Envision
      \nQuestion 6.
      \n2 \u00d7 ______ = 16
      \n16 \u00f7 2 = _______
      \nAnswer:
      \n2 \u00d7 __8____ = 16.
      \n16 \u00f7 2 = __8_____.<\/p>\n

      Explanation:
      \n2 \u00d7 8 = 16
      \n16 \u00f7 2 = 8.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

      Question 7.
      \n56 \u00f7 8 = 7
      \n8 \u00d7 _____ = 56
      \nAnswer:
      \n56 \u00f7 8 = 7.
      \n8 \u00d7 __7___ = 56.<\/p>\n

      Explanation:
      \n56 \u00f7 8 = 7.
      \n8 \u00d7 7 = 56.
      \nDividend = Divisor \u00f7 quotient.<\/p>\n

       <\/p>\n

      In 8-13, write the fact family.
      \nQuestion 8.
      \nWrite the fact family for 6, 7, and 42.
      \nAnswer:
      \n6 \u00d7 7 = 42.
      \n42 \u00f7 6 = 7.<\/p>\n

      Explanation:
      \n6 \u00d7 7 = 42.
      \n42 \u00f7 6 = 7.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

      \"Use<\/p>\n

      Question 9.
      \nWrite the fact family for 9, 10, and 90.
      \nAnswer:
      \n9 \u00d7 10 = 90.
      \n90 \u00f7 9 = 10.<\/p>\n

      Explanation:
      \n9 \u00d7 10 = 90.
      \n90 \u00f7 9 = 10.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

      Question 10.
      \nWrite the fact family for 2, 3, and 6.
      \nAnswer:
      \n2 \u00d7 3 = 6.
      \n6 \u00f7 2 = 3.<\/p>\n

      Explanation:
      \n2 \u00d7 3 = 6.
      \n6 \u00f7 2 = 3.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

      Question 11.
      \nWrite the fact family for 1, 5, and 5.
      \nAnswer:
      \n1 \u00d7 5 = 5.
      \n5 \u00f7 1 = 5.<\/p>\n

      Explanation:
      \n1 \u00d7 5 = 5.
      \n5 \u00f7 1 = 5.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

      Question 12.
      \nWrite the fact family for 3, 8, and 24.
      \nAnswer:
      \n3 \u00d7 8 = 24.
      \n24 \u00f7 3 = 8.<\/p>\n

      Explanation:
      \n3 \u00d7 8 = 24.
      \n24 \u00f7 3 = 8.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \nWrite the fact family for 5, 6, and 30.
      \nAnswer:
      \n5 \u00d7 6 = 30.
      \n30 \u00f7 5 = 6.<\/p>\n

      Explanation:
      \n5 \u00d7 6 = 30.
      \n30 \u00f7 5 = 6.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 14.
      \nWrite a multiplication equation and a division equation for the array.
      \n4 \u00d7 ______ = 20
      \n20 \u00f7 ______ = 5
      \n\"Envision
      \nAnswer:
      \n4 \u00d7 _5____ = 20.
      \n20 \u00f7 __4____ = 5.<\/p>\n

      Explanation:
      \n4 \u00d7 5 = 20.
      \n20 \u00f7 4 = 5.
      \nDividend \u00f7 quotient = Divisor.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \nMake Sense and Persevere How many inches shorter is the red fabric than the green and yellow fabrics combined?
      \n\"Envision
      \nAnswer:
      \nLength of \u00a0the red fabric shorter than the green and yellow fabrics combined = 18 inches.<\/p>\n

      Explanation:
      \nLength of the red fabric = 72 inches.
      \nLength of the green fabric = 36 inches.
      \nLength of the yellow fabric = 54 inches.
      \nLength of \u00a0the red fabric shorter than the green and yellow fabrics combined = (Length of the green fabric + Length of the yellow fabric) – Length of the red fabric
      \n= (36 + 54) – 72
      \n= 90 – 72
      \n= 18 inches.<\/p>\n

       <\/p>\n

      Question 16.
      \nHigher Order Thinking<\/strong>
      \nAnya says that with 24 counters she can make only 6 possible arrays. Todd says he can make 8 arrays. Who is correct? Explain.
      \nAnswer:
      \nAnya says with 24 counters she can make only 6 possible arrays is incorrect because we can make 8 arrays out of 24 counters as Todd says.<\/p>\n

      Explanation:
      \nAnya says that with 24 counters she can make only 6 possible arrays.
      \n=> 24 \u00f7 6 = 4.<\/p>\n

      Todd says that with 24 counters he can make 8 arrays.
      \n=> 24 \u00f7 8 = 3.<\/p>\n

       <\/p>\n

      Question 17.
      \nAlgebra Carla picked 9 apples a day for three days. Which number tells you how many apples she picked in three days and makes this equation true? \u2610 \u00f7 3 = 9
      \nAnswer:
      \nNumber of apples she picked in three days = 27.
      \nEquation: 27 \u00f7 3 = 9.<\/p>\n

      Explanation:
      \nNumber of apples Algebra Carla picked a day = 9.
      \nNumber of days Algebra Carla picked\u00a0 apples = 3.
      \nNumber of apples she picked in three days = Number of apples Algebra Carla picked a day\u00a0 \u00d7 Number of days Algebra Carla picked\u00a0 apples
      \n= 9 \u00d7 3
      \n= 27.<\/p>\n

       <\/p>\n

      Question 18.
      \nVocabulary<\/strong>
      \nCan you write a fact family for 3, 5, and 7? Explain.
      \nAnswer:
      \n3, 5 , and 7 are nor fact family because there is no product number among this three numbers.<\/p>\n

      Explanation:
      \nNo, you cannot write a fact family for 3, 5 , and 7 because they are odd numbers and there is no product among these three numbers.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \nLisa, Bret, and Gary harvested apples. Lisa filled 3 carts with apples. Bret also filled 3 carts with apples. Gary filled another 3 carts with apples. Write a multiplication equation and a division equation for this story.
      \nAnswer:
      \nNumber of carts each person filled with apples = 9 \u00f7 3 = 3.
      \nTotal number of carts of apples these three filled = 3 \u00d7 3 = 9.<\/p>\n

      Explanation:
      \nNumber of carts Lisa filled with apples = 3.
      \nNumber of carts Bret filled with apples = 3.
      \nNumber of carts Gary filled with apples = 3.
      \nTotal number of carts these three filled = Number of carts Lisa filled with apples + Number of carts Bret filled with apples + Number of carts Gary filled with apples
      \n= 3 + 3 + 3
      \n= 6 + 3
      \n= 9.
      \nNumber of people filled carts with apples = 3.
      \nNumber of carts each person filled with apples = Total number of carts of apples these three filled \u00f7 Number of people filled carts with apples
      \n= 9 \u00f7 3 = 3.
      \nTotal number of carts of apples these three filled = Number of people filled carts with apples \u00d7 Number of carts each person filled with apples
      \n= 3 \u00d7 3 = 9.<\/p>\n

       <\/p>\n

      \"Use<\/p>\n

      Assessment Practice
      \n<\/strong>Question 20.
      \nSelect numbers to create a multiplication equation that could be used to solve 20 \u00f7 5 = \u2610.
      \n\"Envision
      \nAnswer:
      \nNumbers to create a multiplication equation that could be used to solve 20 \u00f7 5 = \u2610.
      \n20 \u00f7 5 = 4.
      \n4 \u00d7 5 = 20.<\/p>\n

      Explanation:
      \nNumbers to create a multiplication equation that could be used to solve 20 \u00f7 5 = \u2610.
      \n20 \u00f7 5 = 4.
      \n5 \u00d7 4 = 20.
      \n4 \u00d7 5 = 20.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 21.
      \nSelect numbers to create a multiplication equation that could be used to solve 24 \u00f7 8 = \u26100
      \n\"Envision
      \nAnswer:
      \nNumbers to create a multiplication equation that could be used to solve 24 \u00f7 8 = \u2610.
      \n24 \u00f7 8 = 3.
      \n3 \u00d7 8 = 24.<\/p>\n

      Explanation:
      \nNumbers to create a multiplication equation that could be used to solve 24 \u00f7 8 = \u2610.
      \n24 \u00f7 8 = 3.
      \n8 \u00d7 3 = 24.
      \n3 \u00d7 8 = 24.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.2 Use Multiplication to Divide with 2, 3, 4, and 5<\/h3>\n

      Solve & Share<\/strong>
      \nKara puts 30 toys into 5 party bags. She puts the same number of toys into each bag. How many toys are in each bag?
      \nI can … divide by 2, 3, 4, and 5 by thinking about how I multiply with those numbers.
      \n\"Envision<\/p>\n

      Look Back! Show two pictures you might draw to represent 30 \u00f7 5.
      \nAnswer:
      \nNumber of toys are in each bag = 6.
      \n30 \u00f7 5 = 6.
      \n5 \u00d7 6 = 30.
      \n6 \u00d7 5 = 30.<\/p>\n

      Explanation:
      \nNumber of toys Kara has = 30.
      \nNumber of party bags Kara has = 5.
      \nNumber of toys are in each bag = Number of toys Kara has \u00f7 Number of party bags Kara has
      \n= 30 \u00f7 5
      \n= 6.
      \n5 \u00d7 6 = 30.
      \n6 \u00d7 5 = 30.<\/p>\n

       <\/p>\n

      Essentials Question<\/strong>
      \nWhat Multiplication Fact Can You Use?
      \nAnswer:
      \nSome basic multiplication facts are needed to follow for multiplying numbers. The repeated addition of the same number is expressed by multiplication in short.<\/p>\n

      Explanation:
      \nMultiplication facts which we commonly use is multiplying two numbers together to get the product.<\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nDee has 14 noisemakers. She puts the same number on each of 2 tables. How many noisemakers are on each table?
      \n\"Envision<\/p>\n

      Dee has 40 stickers. If she puts 5 stickers on each bag, how many bags can Dee decorate?
      \n\"Envision
      \nFind 40 \u00f7 5.
      \nWhat You Think
      \nWhat number times 5 is 40?
      \n8 \u00d7 5 = 40<\/p>\n

      What You Write
      \n40 \u00f7 5 = 8
      \nDee can decorate 8 bags.
      \nYou can use multiplication to help divide.<\/p>\n

      Dee wants to put 15 cups in 3 equal stacks on the table. How many cups will Dee put in each stack?
      \n\"Envision
      \nFind 15 \u00f7 3.
      \nWhat You Think
      \n3 times what number is 15?
      \n3 \u00d7 5 = 15<\/p>\n

      What You Write
      \n15 \u00f7 3 = 5
      \nDee will put 5 cups in each stack.
      \nMultiplication and division facts form relationships.<\/p>\n

      Convince Me! Reasoning How can you use multiplication to help solve 20 \u00f7 4? Write the related multiplication fact you use to help solve the problem.
      \nAnswer:
      \n20 \u00f7 4 = 5.
      \n5 \u00d7 4 = 20.<\/p>\n

      Explanation:
      \nDee wants to put 20cups in 4 equal stacks on the table. How many cups will Dee put in each stack?
      \n20 \u00f7 4 = 5.
      \n5 \u00d7 4 = 20.
      \n4 \u00d7 5 = 20.<\/p>\n

       <\/p>\n

       <\/p>\n

      Another Example!<\/strong>
      \nHere are two ways to write a division problem.
      \n\"Envision<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nHow can 5 \u00d7 3 = 15 help you divide 15 by 3?
      \nAnswer:
      \n5 \u00d7 3 = 15.
      \n15 \u00f7 3 = 5.<\/p>\n

      Explanation:
      \n5 \u00d7 3 = 15.
      \n15 \u00f7 3 = 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.
      \nMr. Dean has 3 children. He buys 30 pencils to share equally among his children for the school year. How many pencils will each child get? Write the answer and the fact family you used.
      \nAnswer:
      \nNumber of pencils each child gets = 10.<\/p>\n

      Explanation:
      \nNumber of children Mr. Dean has = 3.
      \nNumber of pencils he buys to share equally among his children for the school year = 30.
      \nNumber of pencils each child gets = Number of pencils he buys to share equally among his children for the school year \u00f7 Number of children Mr. Dean has
      \n= 30 \u00f7 3
      \n= 10.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, complete each fact family.
      \nQuestion 3.
      \n3 \u00d7 6 = 18 _________
      \n18 \u00f7 3 = 6 _________
      \nAnswer:
      \n3 \u00d7 6 = 18 __Dividend_______.
      \n18 \u00f7 3 = 6 ____quotient___.<\/p>\n

      Explanation:
      \n3 \u00d7 6 = 18 (Dividend)
      \n18 \u00f7 3 = 6 (quotient).<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n9 \u00d7 4 = 36 _________
      \n36 \u00f7 4 = 9 _________
      \nAnswer:
      \n9 \u00d7 4 = 36 __Dividend_______.
      \n36 \u00f7 4 = 9 ___quotient______.<\/p>\n

      Explanation:
      \n9 \u00d7 4 = 36 (Dividend).
      \n36 \u00f7 4 = 9 (quotient).<\/p>\n

       <\/p>\n

       <\/p>\n

      In 5-8, find each quotient.
      \nQuestion 5.
      \n36 \u00f7 4 = ________
      \nAnswer:
      \n36 \u00f7 4 = ____9____.<\/p>\n

      Explanation:
      \n36 \u00f7 4 = ___9_____.<\/p>\n

       <\/p>\n

      Question 6.
      \n_______ = 15 \u00f7 5
      \nAnswer:
      \n___3____ = 15 \u00f7 5.<\/p>\n

      Explanation:
      \n___3____ = 15 \u00f7 5.<\/p>\n

       <\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 9.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 9.<\/p>\n

       <\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 10.<\/p>\n

      Explanation:
      \n\"Envision= 10.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 9-20, find each quotient.
      \nQuestion 9.
      \n12 \u00f7 2 = _______
      \nAnswer:
      \n12 \u00f7 2 = __6_____.<\/p>\n

      Explanation:
      \n12 \u00f7 2 = 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \n_______ = 12 \u00f7 3
      \nAnswer:
      \n___4____ = 12 \u00f7 3.<\/p>\n

      Explanation:
      \n4 = 12 \u00f7 3.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n16 \u00f7 4 = _______
      \nAnswer:
      \n16 \u00f7 4 = ___4____.<\/p>\n

      Explanation:
      \n16 \u00f7 4 = 4.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n35 \u00f7 5 = _______
      \nAnswer:
      \n35 \u00f7 5 = ___7____.<\/p>\n

      Explanation:
      \n35 \u00f7 5 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n14 \u00f7 2 = _______
      \nAnswer:
      \n14 \u00f7 2 = ___7___.<\/p>\n

      Explanation:
      \n14 \u00f7 2 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n20 \u00f7 4 = ______
      \nAnswer:
      \n20 \u00f7 4 = __5____.<\/p>\n

      Explanation:
      \n20 \u00f7 4 = 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n_______ = 24 \u00f7 4
      \nAnswer:
      \n___6____ = 24 \u00f7 4.<\/p>\n

      Explanation:
      \n6= 24 \u00f7 4.<\/p>\n

       <\/p>\n

      Question 16.
      \n45 \u00f7 5 = ______
      \nAnswer:
      \n45 \u00f7 5 = ___9___.<\/p>\n

      Explanation:
      \n45 \u00f7 5 = 9.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 9.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 9.<\/p>\n

       <\/p>\n

      Question 18.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 10.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 10.<\/p>\n

       <\/p>\n

      Question 19.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 8.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 8.<\/p>\n

       <\/p>\n

      Question 20.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 7.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>In 21 and 22, use the rectangle at the right.
      \nQuestion 21.
      \nHow many individual squares are inside the rectangle? Write a division equation in which the quotient represents the number of rows.
      \n\"Envision
      \nAnswer:
      \nTotal number of squares in the rectangle = 20.
      \nDivision Equation:
      \n20 \u00f7 4 = 5.<\/p>\n

      Explanation:
      \nNumber of squares rows = 5.
      \nNumber of squares columns = 4.
      \nTotal number of squares in the rectangle = Number of squares rows \u00d7 Number of squares columns
      \n= 5 \u00d7 4
      \n= 20.
      \nDivision Equation:
      \nTotal number of squares in the rectangle \u00f7 Number of squares columns = Number of squares rows.
      \n20 \u00f7 4 = 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 22.
      \nMake Sense and Persevere If Anna arranges the squares into an array with 2 columns, how many rows will there be?
      \nAnswer:
      \nNumber of rows = 10.<\/p>\n

      Explanation:
      \nNumber of squares = 20.
      \nNumber of columns = 2
      \nNumber of rows = Number of squares \u00f7 Number of columns
      \n= 20 \u00f7 2
      \n= 10.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \nNumber Sense<\/strong> Joey says, \u201cI cannot solve 8 \u00f7 2 by using the fact 2 \u00d7 8 = 16.” Do you agree or disagree? Explain.
      \nAnswer:
      \nYes, I agree with Joey. We cannot solve 8 \u00f7 2 by using the fact 2 \u00d7 8 = 16.<\/p>\n

      Explanation:
      \n2 \u00d7 8 = 16.
      \n=> 16 \u00f7 8 = 2.
      \n=> 16 \u00f7 2 = 8.
      \n8 \u00f7 2 = 4.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 24.
      \nMiko has 8 counters to arrange in an array. Write multiplication and division equations to represent all the ways Miko might arrange her counters.
      \nAnswer:
      \nWay:1:\u00a0 Total number of counters = Number of rows \u00d7 Number of columns
      \n= 4 \u00d7 2
      \n= 8.
      \nWay:2: Total number of counters = Number of rows \u00d7 Number of columns
      \n= 2 \u00d7 4
      \n= 8.
      \nWay:3: Total number of counters = Number of rows \u00d7 Number of columns
      \n= 8 \u00d7 1
      \n= 8.
      \nWay:4: Total number of counters = Number of rows \u00d7 Number of columns
      \n= 1 \u00d7 8
      \n= 8.<\/p>\n

      Explanation:
      \nNumber of counters Miko has = 8.
      \nWay:1:
      \nNumber of rows = 4.
      \nNumber of columns = 2.
      \nTotal number of counters = Number of rows \u00d7 Number of columns
      \n= 4 \u00d7 2
      \n= 8.<\/p>\n

      Way:2:
      \nNumber of rows = 2.
      \nNumber of columns = 4.
      \nTotal number of counters = Number of rows \u00d7 Number of columns
      \n= 2 \u00d7 4
      \n= 8.<\/p>\n

      Way:3:
      \nNumber of rows = 8.
      \nNumber of columns = 1.
      \nTotal number of counters = Number of rows \u00d7 Number of columns
      \n= 8 \u00d7 1
      \n= 8.<\/p>\n

      Way:4:
      \nNumber of rows = 1.
      \nNumber of columns = 8.
      \nTotal number of counters = Number of rows \u00d7 Number of columns
      \n= 1 \u00d7 8
      \n= 8.<\/p>\n

       <\/p>\n

      Question 25.
      \nVocabulary<\/strong> Write a division equation. Tell which number is the quotient, the dividend, and the divisor.
      \nAnswer:
      \nDivision Equation:
      \nTotal number of counters \u00f7 Number of columns = Number of rows
      \n8 \u00f7 8 = 1.
      \nDividend = 8.
      \nDivisor = 8.
      \nQuotient = 1.<\/p>\n

      Explanation:
      \nNumber of rows = 1.
      \nNumber of columns = 8.
      \nTotal number of counters = Number of rows \u00d7 Number of columns
      \n= 1 \u00d7 8
      \n= 8.
      \nDivision Equation:
      \nTotal number of counters \u00f7 Number of columns = Number of rows
      \n8 \u00f7 8 = 1.
      \nDividend = 8.
      \nDivisor = 8.
      \nQuotient = 1.<\/p>\n

       <\/p>\n

      Question 26.
      \nHigher Order Thinking<\/strong> Chris gives 18 pretzels equally to 3 friends. Martha gives 20 pretzels equally to 4 friends. Whose friends got more pretzels? Use equations to justify your answer.
      \nAnswer:
      \nChris’s friends gets each 6 pretzels more than Martha’s friends.<\/p>\n

      Explanation:
      \nNumber of pretzels Chris gives = 18.
      \nNumber of friends Chris gives equally = 3.
      \nNumber of pretzels Chris’s friends gets each = Number of pretzels Chris gives \u00f7 Number of friends Chris gives equally
      \n= 18 \u00f7 3
      \n= 6.<\/p>\n

      Number of pretzels Martha gives = 20.
      \nNumber of friends Martha gives equally = 4.
      \nNumber of pretzels Martha’s friends gets each = Number of pretzels Martha gives \u00f7 Number of friends Martha gives equally
      \n= 20 \u00f7 4
      \n= 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 27.
      \nWhich expression can help you divide 12 \u00f7 3?
      \nA. 2 \u00d7 3
      \nB. 3 \u00d7 3
      \nC. 4 \u00d7 3
      \nD. 5 \u00d7 3
      \nAnswer:
      \nC. 4 \u00d7 3 is the expression which helps to divide 12 \u00f7 3 = ??.<\/p>\n

      Explanation:
      \nExpression can help you divide 12 \u00f7 3 = ??
      \n12 \u00f7 3 = 4.
      \n=> 4 \u00d7 3 = 12.<\/p>\n

       <\/p>\n

      Question 28.
      \nWhich expression can help you divide 28 \u00f7 4?
      \nA. 7 \u00d7 4
      \nB. 6 \u00d7 4
      \nC. 5 \u00d7 4
      \nD. 4 \u00d7 4
      \nAnswer:
      \nA. 7 \u00d7 4 is the expression which helps to divide 28 \u00f7 4 = ??.<\/p>\n

      Explanation:
      \nExpression can help you divide 28 \u00f7 4 = ??
      \n28 \u00f7 4 = 7.
      \n=> 7 \u00d7 4 = 28.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.3 Use Multiplication to Divide with 6 and 7<\/h3>\n

      Solve & Share<\/strong>
      \nThere are 18 children in a ballet class. They are standing in rows of 6 for a dance recital. How many rows of children are there?
      \nI can … divide by 6 and 7 by thinking about how I multiply with those numbers.
      \n\"Envision<\/p>\n

      Look Back! Draw a bar diagram to represent the problem.
      \nAnswer:
      \nNumber of children in each row = 3.<\/p>\n

      Explanation:
      \nNumber of children in a ballet class = 18
      \nNumber of rows children are standing for a dance recital = 6.
      \nNumber of children in each row = Number of children in a ballet class \u00f7 Number of rows children are standing for a dance recital
      \n= 18 \u00f7 6
      \n= 3.<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Do You Divide with 6 and 7?
      \nAnswer:
      \nThe dividend to be divided with the number 6 or 7 to get the answer which is called quotient.<\/p>\n

      Explanation:
      \nWhat is being divided is called the dividend, which is divided by the divisor, and the result is called the quotient. In the example, 24 is the dividend, 6 is the divisor, and 4 is the quotient<\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nThere are 48 dogs entered in a dog show. The judge wants 6 dogs in each group. How many groups will there be?
      \n\"Envision<\/p>\n

      Find 48 \u00f7 6.
      \nWhat You Think
      \nWhat number times 6 is 48?
      \n8 \u00d7 6 = 48<\/p>\n

      What You Write
      \n48 \u00f7 6 = 8
      \nThere will be 8 groups.
      \nUse a multiplication problem to make sense of a division problem.<\/p>\n

      Another dog was entered in the show. There will now be 7 dogs in each group. How many groups will there be?
      \nFind 49 \u00f7 7.
      \nWhat You Think
      \nWhat number times 7 is 49?
      \n7 \u00d7 7 = 49<\/p>\n

      What You Write
      \n49 \u00f7 7 = 7
      \nThere will be 7 groups.<\/p>\n

      Convince Me! Model with Math Draw a bar diagram using the numbers 36, 6, and 6. Write the division fact and the related multiplication fact that your bar diagram shows.
      \nAnswer:
      \n36 \u00f7 6 = 6.
      \n6 \u00d7 6 = 36.<\/p>\n

      Explanation:
      \nDivision Equation:
      \n36 \u00f7 6 = 6.
      \nMultiplication Equation:
      \n6 \u00d7 6 = 36.<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nHow can you tell without dividing that 42 \u00f7 6 will be greater than 42 \u00f7 7?
      \nAnswer:
      \nIf the divisor is small, the quotient in division is going to be greater number and vice versa.<\/p>\n

      Explanation:
      \n42 \u00f7 6\u00a0 will be greater than 42 \u00f7 7\u00a0 you can say without doing division by seeing the divisor. If the divisor is small the quotient in division is going to be greater number and vice versa.<\/p>\n

       <\/p>\n

      Question 2.
      \nHow can 8 \u00d7 6 = 48 help you divide 48 by 6?
      \nAnswer:
      \n8 \u00d7 6 = 48 helps in dividing 48 by 6.
      \n48 \u00f7 6 = 8.<\/p>\n

      Explanation:
      \n8 \u00d7 6 = 48 helps in dividing 48 by 6.
      \n48 \u00f7 6 = 8.<\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-8, write the related multiplication fact, and then find each quotient.
      \nQuestion 3.
      \n36 \u00f7 6 = ________
      \nAnswer:
      \n36 \u00f7 6 = ____6____.<\/p>\n

      Explanation:
      \n36 \u00f7 6 = 6 (quotient).
      \n6 \u00d7 6 = 36.<\/p>\n

       <\/p>\n

      Question 4.
      \n______ = 42 \u00f7 6
      \nAnswer:
      \n___7___ = 42 \u00f7 6.<\/p>\n

      Explanation:
      \n42 \u00f7 6 = 7 (quotient).
      \n6 \u00d7 7 = 42.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \n42 \u00f7 7 = _______
      \nAnswer:
      \n42 \u00f7 7 = __6_____.<\/p>\n

      Explanation:
      \n42 \u00f7 7 = 6 (quotient).
      \n7 \u00d7 6 = 42.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 6.
      \n______ = 18 \u00f7 6
      \nAnswer:
      \n__3____ = 18 \u00f7 6.<\/p>\n

      Explanation:
      \n18 \u00f7 6 = 3 (quotient).
      \n6 \u00d7 3 = 18.<\/p>\n

       <\/p>\n

      Question 7.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 4.<\/p>\n

      Explanation:
      \n\"Envision= 4(quotient).
      \n6 \u00d7 4 = 24.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 8.
      \n\"Envision
      \nAnswer:
      \n\"Envision
      \n= 5.<\/p>\n

      Explanation:
      \n\"Envision
      \n= 5 (quotient).
      \n6 \u00d7 5 = 30.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>Leveled Practice In 9-20, use related multiplication and division facts to find the quotient.
      \nQuestion 9.
      \n12 \u00f7 6 = ?
      \nWhat number times 6 is 12?
      \n6 \u00d7 \u2610 = 12
      \n12 \u00f7 6 = \u2610
      \nAnswer:
      \n12 \u00f7 6 = 2.<\/p>\n

      Explanation:
      \n12 \u00f7 6 = ??
      \n6 \u00d7 2 = 12.
      \n12 \u00f7 6 = 2.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \n21 \u00f7 3 = ?
      \nWhat number times 3 is 21?
      \n3 \u00d7 \u2610 = 21
      \n21 \u00f7 3 = \u2610
      \nAnswer:
      \n21 \u00f7 3 = 7.<\/p>\n

      Explanation:
      \n21 \u00f7 3 = ??
      \n3 \u00d7 7 = 21.
      \n21 \u00f7 3 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n30 \u00f7 6 = ?
      \nWhat number times 6 is 30?
      \n6 \u00d7 \u2610 = 30
      \n30 \u00f7 6 = \u2610
      \nAnswer:
      \n30 \u00f7 6 = 5.<\/p>\n

      Explanation:
      \n30 \u00f7 6 = ??
      \n6 \u00d7 5 = 30.
      \n30 \u00f7 6 = 5.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 7.<\/p>\n

      Explanation:
      \n\"Envision= ??
      \n\"Envision= 7.
      \n2 \u00d7 7 = 14.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 7.<\/p>\n

      Explanation:
      \n\"Envision= ??
      \n\"Envision= 7.
      \n7 \u00d7 7 = 49.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 10.<\/p>\n

      Explanation:
      \n\"Envision= ??
      \n\"Envision= 10.
      \n6 \u00d7 10 = 60.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 9.<\/p>\n

      Explanation:
      \n\"Envision= ??
      \n\"Envision= 9.
      \n6 \u00d7 9 = 54.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 1.<\/p>\n

      Explanation:
      \n\"Envision=??
      \n\"Envision= 1.
      \n6 \u00d7 1 = 6.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 4.<\/p>\n

      Explanation:
      \n\"Envision= ??
      \n\"Envision = 4.
      \n7 \u00d7 4 = 28.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 18.
      \nFind 49 divided by 7.<\/p>\n

      Answer:
      \n49 \u00f7 7 = 7.<\/p>\n

      Explanation:
      \n49 \u00f7 7 = 7.
      \n7 \u00d7 7 = 49.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \nDivide 54 by 6.
      \nAnswer:
      \n54 \u00f7 6 = 9.<\/p>\n

      Explanation:
      \n54 \u00f7 6 = 9.
      \n6 \u00d7 9 = 54.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 20.
      \nFind 35 divided by 7.
      \nAnswer:
      \n35 \u00f7 7 = 5.<\/p>\n

      Explanation:
      \n35 \u00f7 7 = 5.
      \n7 \u00d7 5 = 35.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 21.
      \nA pizza parlor made 88 deep-dish pizzas. It made 10 more thin-crust pizzas than deep-dish pizzas. How many thin-crust pizzas did the parlor make?
      \nAnswer:
      \n10 more thin-crust pizzas the parlor makes than deep-dish pizzas.<\/p>\n

      Explanation:
      \nNumber of deep-dish pizzas pizza parlor made = 88.
      \nIt made 10 more thin-crust pizzas than deep-dish pizzas.
      \n=> Number of thin-crust pizzas pizza parlor made = 88 + 10 = 98.
      \nDifference:
      \nNumber of thin-crust pizzas pizza parlor made – Number of deep-dish pizzas pizza parlor made
      \n= 98 – 88
      \n= 10.<\/p>\n

       <\/p>\n

      Question 22.
      \nHigher Order Thinking<\/strong> There are 35 new tires. Each truck will get 6 tires plus 1 tire for a spare. How many trucks will get new tires?
      \nAnswer:
      \nNumber of trucks gets new tires = 5.<\/p>\n

      Explanation:
      \nNumber of new tires = 35.
      \nEach truck will get 6 tires plus 1 tire for a spare.
      \n=> Number of tires each truck gets = 6 + 1 = 7.
      \nNumber of trucks gets new tires = Number of new tires \u00f7 Number of tires each truck gets
      \n= 35 \u00f7 7
      \n= 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \nMake Sense and Persevere Explain the mistake in the fact family below. Give the correct fact.
      \n4 \u00d7 7 = 28
      \n7 \u00d7 4 = 28
      \n7 \u00f7 4= 28
      \n28 \u00f7 7 = 4
      \nAnswer:
      \n4 \u00d7 7 = 28. Correct.
      \n7 \u00d7 4 = 28. Correct.
      \n7 \u00f7 4= 28. Incorrect.
      \n28 \u00f7 7 = 4. Correct.<\/p>\n

      Explanation:
      \n4 \u00d7 7 = 28. Correct.
      \n7 \u00d7 4 = 28. Correct.
      \n7 \u00f7 4 = 28. Division is not correct. Incorrect.
      \n28 \u00f7 7 = 4. Correct.<\/p>\n

       <\/p>\n

      Question 24.
      \nGloria mowed 7 lawns and earned $56. She was paid the same amount for each lawn. How much money did Gloria earn for mowing each lawn? Write an equation to represent this problem.
      \nAnswer:
      \nAmount Gloria earn for mowing each lawn = $392.<\/p>\n

      Explanation:
      \nNumber of lawns Gloria mowed = 7.
      \nMoney Gloria earned = $56.
      \nShe was paid the same amount for each lawn.
      \nAmount Gloria earn for mowing each lawn = Number of lawns Gloria mowed \u00d7 Money Gloria earned
      \n= 7 \u00d7 $56.
      \n= $392.<\/p>\n

       <\/p>\n

       <\/p>\n

      \"Envision<\/p>\n

      Question 25.
      \nAndy bought 35 beads. He bought only one color of beads. Which beads could Andy have bought? How many packages of that color bead did he buy?
      \nAnswer:
      \nAndy would have bought red or gold beads.
      \nNumber of packets red beads Andy bought = 5.
      \nNumber of packets gold beads Andy bought = 7.<\/p>\n

      Explanation:
      \nNumber of beads Andy bought = 35.
      \nNumber of beads in green package = 6.
      \nNumber of beads in red package = 7.
      \nNumber of beads in gold package = 5.
      \nNumber of packets red beads Andy bought = Number of beads Andy bought \u00f7 Number of beads in red package
      \n= 35 \u00f7 7
      \n= 5.
      \nNumber of packets gold beads Andy bought = Number of beads Andy bought \u00f7 Number of beads in gold package
      \n= 35 \u00f7 5
      \n= 7.<\/p>\n

      Question 26.
      \nCassidy bought 48 beads. She bought only one color of beads. Which beads could Cassidy have bought? How many packages of that color bead did she buy?
      \nAnswer:
      \nNumber of packets green beads Cassidy bought = 8.<\/p>\n

      Explanation:
      \nNumber of beads Cassidy bought = 48.
      \nNumber of beads in green package = 6.
      \nNumber of beads in red package = 7.
      \nNumber of beads in gold package = 5
      \nNumber of packets green beads Cassidy bought = Number of beads Cassidy bought \u00f7 Number of beads in green package
      \n= 48 \u00f7 6
      \n= 8.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 27.
      \nWhich multiplication fact can you use to help find the value of the unknown number in the equation 42 \u00f7 7 = \u2610?
      \nA. 5 \u00d7 7
      \nB. 6 \u00d7 7
      \nC. 7 \u00d7 7
      \nD. 8 \u00d7 7
      \nAnswer:
      \nEquation 42 \u00f7 7 = \u2610?
      \nB. 6 \u00d7 7 multiplication fact can be used to help, find the value of the unknown number in the equation 42 \u00f7 7 = ??.<\/p>\n

      Explanation:
      \nEquation 42 \u00f7 7 = \u2610?
      \n42 \u00f7 7 = 6.
      \n7 \u00d7 6 = 42.
      \n6 \u00d7 7 = 42.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 28.
      \nWhich multiplication fact can you use to help find the value of the unknown number in the equation 36 \u00f7 6 = \u2610?
      \nA. 5 \u00d7 6
      \nB. 6 \u00d7 6
      \nC. 7 \u00d7 6
      \nD. 8 \u00d7 6
      \nAnswer:
      \nEquation 36 \u00f7 6 = \u2610?
      \nB. 6 \u00d7 6 multiplication fact can be used to help, find the value of the unknown number in the equation 36 \u00f7 6 = \u2610?<\/p>\n

      Explanation:
      \nEquation 36 \u00f7 6 = \u2610?
      \n36 \u00f7 6 = 6.
      \n6 \u00d7 6 = 36.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson\u200c \u200c4.4\u200c \u200cUse\u200c \u200cMultiplication\u200c \u200cto\u200c \u200cDivide\u200c \u200cwith\u200c \u200c8\u200c \u200cand\u200c \u200c9\u200c \u200c<\/h3>\n

      Solve & Share\u200c \u200c
      \nAn\u200c \u200cart\u200c \u200cteacher\u200c \u200chas\u200c \u200c72\u200c \u200ccrayons.\u200c \u200cThe\u200c \u200ccrayons\u200c \u200ccame\u200c \u200cin\u200c \u200cboxes\u200c \u200cwith\u200c \u200c8\u200c \u200ccrayons\u200c \u200c in\u200c \u200ceach\u200c \u200cbox.\u200c \u200cHow\u200c \u200cmany\u200c \u200cboxes\u200c \u200cof\u200c \u200ccrayons\u200c \u200cwere\u200c \u200cthere?\u200c \u200c
      \nI\u200c \u200ccan\u200c \u200c…\u200c \u200c divide\u200c \u200cby\u200c \u200c8\u200c \u200cand\u200c \u200c9\u200c \u200cby\u200c \u200cthinking\u200c \u200cabout\u200c \u200chow\u200c \u200cI\u200c \u200cmultiply\u200c \u200cwith\u200c \u200cthose\u200c \u200cnumbers.
      \n\"Envision<\/p>\n

      Look\u200c \u200cBack!\u200c \u200cDraw\u200c \u200ca\u200c \u200cpicture\u200c \u200cyou\u200c \u200ccould\u200c \u200cuse\u200c \u200cto\u200c \u200chelp\u200c \u200csolve\u200c \u200cthe\u200c \u200cproblem\u200c \u200cabove.\u200c \u200c<\/p>\n

      Answer:
      \nNumber of boxes crayons are there = 9.<\/p>\n

      Explanation:
      \nNumber of crayons art teacher has = 72.
      \nNumber of crayons in each box = 8
      \nNumber of boxes crayons are there = Number of crayons art teacher has \u00f7 Number of crayons in each box
      \n= 72 \u00f7 8
      \n= 9.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4Use-Multiplication-to-Divide-Division-Facts-Lesson\u200c<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nWhat Multiplication Fact Can You Use?<\/p>\n

      Answer:
      \nSome basic multiplication facts are needed to follow for multiplying numbers. The repeated addition of the same number is expressed by multiplication in short.<\/p>\n

      Explanation:
      \nBasic multiplication facts are needed to follow for multiplying numbers. The repeated addition of the same number is expressed by multiplication in short.
      \nFor example: 36 \u00f7 6 = 6.
      \n6 \u00d7 6 = 36.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nJohn has 56 straws. He needs 8 straws to make a spider. How many spiders can John make? Find 56 \u00f7 8.
      \n\"Envision<\/p>\n

      Luz made 9 animals. She used 54 straws. She used the same number of straws for each animal. How many straws did Luz use
      \n\"Envision
      \nFind 54 \u00f7 9.
      \n\"Envision
      \nWhat You Think
      \n9 times what number is 54?
      \n9 \u00d7 6 = 54<\/p>\n

      What You Write
      \n54 \u00f7 9 = 6
      \nLuz used 6 straws for each animal.<\/p>\n

      Convince Me! Look for Relationships Write the related multiplication fact that can be used to complete each division fact.
      \n\"Envision<\/p>\n

      Answer:
      \nDivision Fact\u00a0 \u00a0 Related Multiplication Fact.
      \n72 \u00f7 8 = 9.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09 \u00d7 8 = 72.
      \n48 \u00f7 8 = 6.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a08 \u00d7 6 = 48.
      \n63 \u00f7 9 = 7.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09 \u00d7 7 = 63.<\/p>\n

      Explanation:
      \nRelated multiplication fact that can be used to complete each division fact is as below:
      \nDivision Fact\u00a0 \u00a0 Related Multiplication Fact.
      \n72 \u00f7 8 = 9.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09 \u00d7 8 = 72.
      \n48 \u00f7 8 = 6.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a08 \u00d7 6 = 48.
      \n63 \u00f7 9 = 7.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09 \u00d7 7 = 63.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nWhat multiplication fact can you use to find 18 \u00f7 9?
      \nAnswer:
      \n2 \u00d7 9 = 18 multiplication fact can be used to find 18 \u00f7 9.<\/p>\n

      Explanation:
      \n18 \u00f7 9 = ??
      \n18 \u00f7 9 = 2.
      \n2 \u00d7 9 = 18.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 2.
      \nCarla and Jeff each use 72 straws. Carla makes animals with 9 legs. Jeff makes animals with 8 legs. Who makes more animals? Explain.<\/p>\n

      Answer:
      \nJeff makes 1 more animal with legs than Carla makes.<\/p>\n

      Explanation:
      \nNumber of straws Carla and Jeff each use = 72
      \nNumber of animals with legs Carla makes = 9.
      \nNumber of animals with legs Jeff makes = 8.
      \nTotal number of animals with legs Carla makes = Number of straws Carla and Jeff each use \u00f7 Number of animals with legs Carla makes
      \n= 72 \u00f7 9
      \n= 8.
      \nTotal number of animals with legs Jeff makes = Number of straws Carla and Jeff each use \u00f7 Number of animals with legs Jeff makes
      \n= 72 \u00f7 8
      \n= 9.<\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, use the multiplication equation to help find each quotient.
      \nQuestion 3.
      \n16 \u00f7 8 = ?
      \nWhat number times 8 is 16?
      \n______ \u00d7 8 = 16
      \nSo, 16 \u00f7 8 = _______<\/p>\n

      Answer:
      \n16 \u00f7 8 = 2.
      \n___2___ \u00d7 8 = 16.
      \nSo, 16 \u00f7 8 = __2_____.<\/p>\n

      Explanation:
      \n16 \u00f7 8 = ?
      \n16 \u00f7 8 = 2.
      \n=> 2 \u00d7 8 = 16.
      \nSo, 16 \u00f7 8 =2.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n64 \u00f7 8 = ?
      \nWhat number times 8 is 64?
      \n______ \u00d7 8 = 64
      \nSo, 64 \u00f7 8 = _______<\/p>\n

      Answer:
      \n64 \u00f7 8 = 8.
      \n__8____ \u00d7 8 = 64.
      \nSo, 64 \u00f7 8 = __8_____.<\/p>\n

      Explanation:
      \n64 \u00f7 8 = ?
      \n64 \u00f7 8 = 8.
      \n8 \u00d7 8 = 64
      \nSo, 64 \u00f7 8 = 8.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>Leveled Practice In 5-7, use the multiplication equation to help find each quotient.<\/p>\n

      Question 5.
      \n24 \u00f7 8= ?
      \nWhat number times 8 is 24?
      \n______ \u00d7 8 = 24
      \n24 \u00f7 8 = ______<\/p>\n

      Answer:
      \n24 \u00f7 8= 3.
      \n___3___ \u00d7 8 = 24.
      \n24 \u00f7 8 = ___3___.<\/p>\n

      Explanation:
      \n24 \u00f7 8= ?
      \n24 \u00f7 8= 3.
      \n3 \u00d7 8 = 24.
      \n24 \u00f7 8 = 3.<\/p>\n

       <\/p>\n

      Question 6.
      \n45 \u00f7 9 = ?
      \nWhat number times 9 is 45?
      \n______ \u00d7 9 = 45
      \n45 \u00f7 9 = ______
      \nAnswer:
      \n45 \u00f7 9 = 5.
      \n___5___ \u00d7 9 = 45.
      \n45 \u00f7 9 = ___5___.<\/p>\n

      Explanation:
      \n45 \u00f7 9 = ?
      \n45 \u00f7 9 = 5.
      \n5 \u00d7 9 = 45.
      \n45 \u00f7 9 = 5.<\/p>\n

      Question 7.
      \n27 \u00f7 9 = ?
      \nWhat number times 9 is 27?
      \n______ \u00d7 9 = 27
      \n27 \u00f7 9 = _______<\/p>\n

      Answer:
      \n27 \u00f7 9 = 3.
      \n___3___ \u00d7 9 = 27.
      \n27 \u00f7 9 = ___3____.<\/p>\n

      Explanation:
      \n27 \u00f7 9 = ?
      \n27 \u00f7 9 = 3.
      \n3 \u00d7 9 = 27.
      \n27 \u00f7 9 = 3.<\/p>\n

       <\/p>\n

      In 8-16, find each quotient.
      \nQuestion 8.
      \n48 \u00f7 8 = _______<\/p>\n

      Answer:
      \n48 \u00f7 8 = 8.<\/p>\n

      Explanation:
      \n48 \u00f7 8 = 8. (quotient)<\/p>\n

       <\/p>\n

      Question 9.
      \n72 \u00f7 9 = ______<\/p>\n

      Answer:
      \n72 \u00f7 9 = ___8___.<\/p>\n

      Explanation:
      \n72 \u00f7 9 = 8. (quotient)<\/p>\n

      Question 10.
      \n______ = 8 \u00f7 8<\/p>\n

      Answer:
      \n__1____ = 8 \u00f7 8.<\/p>\n

      Explanation:
      \n8 \u00f7 8 = 1. (quotient)<\/p>\n

       <\/p>\n

      Question 11.
      \n_____ = 54 \u00f7 9<\/p>\n

      Answer:
      \n__6___ = 54 \u00f7 9.<\/p>\n

      Explanation:
      \n54 \u00f7 9 = 6. (quotient)<\/p>\n

       <\/p>\n

      Question 12.
      \n72 \u00f7 8 = ______<\/p>\n

      Answer:
      \n72 \u00f7 8 = ___9___.<\/p>\n

      Explanation:
      \n72 \u00f7 8 = 9. (quotient)<\/p>\n

       <\/p>\n

      Question 13.
      \n90 \u00f7 9 = ________<\/p>\n

      Answer:
      \n90 \u00f7 9 = __10______.<\/p>\n

      Explanation:
      \n90 \u00f7 9 = 10. (quotient)<\/p>\n

       <\/p>\n

      Question 14.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 10.<\/p>\n

      Explanation:
      \n\"Envision= 10. (quotient)<\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 4.<\/p>\n

      Explanation:
      \n\"Envision= 4. (quotient)<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 1.<\/p>\n

      Explanation:
      \n\"Envision= 1. (quotient)<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 17.
      \nCallie biked 27 miles on Saturday. She biked 9 miles every hour. How many hours did Callie bike? Draw a picture to represent the problem.<\/p>\n

      Answer:
      \nTotal number of hours she biked = 3.<\/p>\n

      Explanation:
      \nNumber of miles Callie biked\u00a0 on Saturday = 27.
      \nNumber of miles Callie biked\u00a0 every hour = 9.
      \nTotal number of hours she biked = Number of miles Callie biked\u00a0 on Saturday \u00f7 Number of miles Callie biked\u00a0 every hour
      \n= 27 \u00f7 9
      \n= 3.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 18.
      \nen Vision\u00ae STEM Eight friends decide to test how far 40 paper airplanes with different shapes will fly. If each friend tests the same number of airplanes, how many airplanes does each friend test?<\/p>\n

      Answer:
      \nNumber of airplanes each friend gets to test = 5.<\/p>\n

      Explanation:
      \nNumber of friends of Stem = 8.
      \nNumber of paper airplanes with different shapes\u00a0 = 40.
      \nNumber of airplanes each friend gets to test = Number of paper airplanes with different shapes \u00f7 Number of friends of Stem
      \n= 40 \u00f7 8
      \n= 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 19.
      \nReasoning<\/strong> What other equations are in the same fact family as 18 \u00f7 9 = 2?<\/p>\n

      Answer:
      \nOther equations which are in the same fact family as 18 \u00f7 9 = 2:
      \n18 \u00f7 2 = 9.
      \n2 \u00d7 8 = 18.
      \n9 \u00d7 2 = 18.<\/p>\n

      Explanation:
      \n18 \u00f7 9 = 2.
      \nOther equations which are in the same fact family as 18 \u00f7 9 = 2:
      \n18 \u00f7 2 = 9.
      \n2 \u00d7 8 = 18.
      \n9 \u00d7 2 = 18.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 20.
      \nHigher Order Thinking<\/strong> Jeremy had 30 gummy bears. He ate 6, and then gave the rest to 8 friends. Each friend got the same number of gummy bears. How many did each friend get?<\/p>\n

      Answer:
      \nNumber of gummy bears each friend gets = 3.<\/p>\n

      Explanation:
      \nNumber of gummy bears Jeremy had = 30.
      \nNumber of gummy bears Jeremy ate = 6.
      \nNumber of friends he gave the rest gummy bears = 8.
      \nNumber of gummy bears each friend gets = (Number of gummy bears Jeremy had – Number of gummy bears Jeremy ate) \u00f7 Number of friends he gave the rest gummy bears
      \n= (30 – 6) \u00f7 8
      \n= 24 \u00f7 8
      \n= 3.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 21.
      \nMr. Stern spends $36 on tickets. He buys only one type of ticket.
      \n\"Envision
      \na. Which types of ticket could he buy?
      \nAnswer:
      \nTypes of tickets he could buy:
      \nNumber of child tickets he buys = 9.
      \nNumber of adult tickets he buys = 4.<\/p>\n

      Explanation:
      \nMr. Stern spends $36 on tickets.
      \nCost of the child ticket = $4
      \nAmount Mr. Stern spends on child tickets = $36
      \nNumber of child tickets he buys = Amount Mr. Stern spends on child tickets \u00f7 Cost of the child ticket
      \n= $36 \u00f7 $4
      \n= 9.<\/p>\n

      Cost of the adult ticket = $9.
      \nAmount Mr. Stern spends on adult tickets = $36
      \nNumber of adult tickets he buys = Amount Mr. Stern spends on adult tickets \u00f7 Cost of the adult ticket
      \n= $36 \u00f7 $9
      \n= 4.<\/p>\n

       <\/p>\n

      b. Which type of ticket could Mr. Stern NOT buy? Explain why not.
      \nAnswer:
      \nCost the youth ticket = $8 because the amount cannot be divided exactly by the amount he spent on tickets purchase.<\/p>\n

      Explanation:
      \nCost the youth ticket = $8.
      \nThis ticket may not be purchased by Mr. Stern because the amount cannot be divided exactly by the amount he spent on tickets purchase.<\/p>\n

       <\/p>\n

       <\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 22.
      \nFind 32 \u00f7 8 by selecting numbers to complete the following equations. Numbers may be selected more than once.
      \n\"Envision<\/p>\n

      Answer:
      \n8 \u00d7 9 = 32.
      \n32 \u00f7 8 = 4.<\/p>\n

      Explanation:
      \n32 \u00f7 8 = 4.
      \n8 \u00d7 9 = 32.
      \nNumber 4 is selected from the given numbers to complete the following equations.<\/p>\n

       <\/p>\n

      Question 23.
      \nFind 54 \u00f7 9 by selecting numbers to complete the following equations. Numbers may be selected more than once.
      \n\"Envision<\/p>\n

      Answer:
      \n9 \u00d7 6 = 54.
      \n54 \u00f7 9 = 6.<\/p>\n

      Explanation:
      \n54 \u00f7 9 = 6.
      \n9 \u00d7 6 = 54.
      \n6 number is selected from the given numbers to complete the following equations.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.5 Multiplication Patterns: Even and Odd Numbers<\/h3>\n

      Solve & Share<\/strong>
      \nPrizes for a school fair are packaged with 2 of the same prizes in each package. Which of the prizes listed below can be packaged with none left over? Tell how you decided.
      \nI can … find and explain patterns for even and odd numbers.
      \n\"Envision
      \nYou can use reasoning. Think about numbers that can be separated into two equal groups.<\/p>\n

      Look Back! What do you notice about the numbers for the prizes that can be packaged in 2s with none left over? What do you notice about the numbers for the other prizes?<\/p>\n

      Answer:
      \nThe prizes listed can be packaged with none left over are: car prizes, boats prizes and books prizes.
      \nIt is noticed about the numbers for the prizes that can be packaged in 2s with none left over that they are the multiples of 2. It is noticed about the numbers for the other prizes that they are prime numbers and are not multiples of 2.<\/p>\n

      Explanation:
      \nNumber of car prizes = 6.
      \nNumber of hats prizes = 15.
      \nNumber of balls prizes = 23.
      \nNumber of boats prizes = 18.
      \nNumber of books prizes = 36.
      \nNumber of groups the prizes are packed = 2.
      \nNumbers for the prizes that can be packaged in 2s with none left over:
      \n= Number of car prizes \u00f7 Number of groups the prizes are packed
      \n= 6 \u00f7 2
      \n= 3.
      \nNumber of boats prizes \u00f7 Number of groups the prizes are packed
      \n= 18 \u00f7 2
      \n= 9.
      \nNumber of books prizes \u00f7 Number of groups the prizes are packed
      \n= 18 \u00f7 2
      \n= 9.<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Can You Explain Multiplication Question Patterns for Even and Odd Numbers?
      \nAnswer:
      \nAn \u00a0even number can only be formed by multiplication in three ways:
      \neven \u00d7 odd, odd \u00d7 even and even \u00d7 even.
      \nAn odd number can only be formed by multiplication in one way:
      \nodd \u00d7 odd = odd.<\/p>\n

      Explanation:
      \nMultiplication Question Patterns for Even and Odd Numbers can be explained as below:
      \nAn \u00a0even number can only be formed by multiplication in three ways:
      \neven \u00d7 odd, odd \u00d7 even and even \u00d7 even.
      \nAn odd number can only be formed by multiplication in one way:
      \nodd \u00d7 odd = odd.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nNita says that the product of an even number and an odd number is always even. Is she correct?
      \nEven numbers are whole numbers that can be divided by 2 with none left over.
      \nOdd numbers are whole numbers that cannot be divided by 2 with none left over.
      \n\"Envision<\/p>\n

      Even numbers greater than 0 can be shown as two equal groups.
      \nThink about 2 \u00d7 3 and 2 \u00d7 5.
      \n2 is an even number.
      \n2 \u00d7 3 means 2 equal groups of 3.
      \n2 \u00d7 3 = 6
      \n2 \u00d7 5 means 2 equal groups of 5.
      \n2 \u00d7 5 = 10
      \nThere are always 2 equal groups, so the product of 2 times any number is even.<\/p>\n

      You can generalize.
      \nAll even numbers are multiples of 2.
      \nThink about 4 \u00d7 3.
      \nYou can think of 4 as 2 groups of 2.
      \nUsing properties you can write
      \n4 \u00d7 3 = (2 \u00d7 2) > 3 as
      \n4 \u00d7 3 = 2 \u00d7 (2 \u00d7 3).
      \nSo, 4 \u00d7 3 = 2 \u00d7 6.
      \nThere are 2 equal groups of 6. So, the product will be even.<\/p>\n

      You can write any even number as 2 equal groups. So, Nita is correct: me even X odd = even.<\/p>\n

      Convince Me! Generalize Does multiplying by 8 also always result in an even product? Explain.<\/p>\n

      Answer:
      \nMultiplying by 8 also always result in an even product is true because even numbers are whole numbers that can be divided by 2 with none left over. Odd numbers are whole numbers that cannot be divided by 2 with none left over.<\/p>\n

      Explanation:
      \nMultiplying by 8 also always result in an even product is true because even numbers are whole numbers that can be divided by 2 with none left over. Odd numbers are whole numbers that cannot be divided by 2 with none left over.
      \n2 \u00d7 8 = 16.
      \n3 \u00d7 8 = 24.<\/p>\n

       <\/p>\n

       <\/p>\n

      Another Example!<\/strong>
      \nAn odd number cannot be divided by 2 with none left over.
      \n\"Envision
      \nThink about 3 \u00d7 5.
      \n3 cannot be divided by 2 with none left over.
      \n5 cannot be divided by 2 with none left over.
      \n3 \u00d7 5 = 15
      \n15 is odd.<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nIf you multiply two even numbers, will the product be even or odd? Explain with an example.<\/p>\n

      Answer:
      \nIf you multiply two even numbers, will the product be even not odd.<\/p>\n

      Explanation:
      \nIf you multiply two even numbers, will the product be even not odd.
      \nFor example: 2 \u00d7 6 = 12.<\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nWrite or circle to complete the sentences. Then solve.
      \nQuestion 2.
      \n4 \u00d7 6 = ?
      \nCan 4 be divided by 2? _______
      \nCan 6 be divided by 2? _______
      \nSo 4 \u00d7 6 is even, odd
      \n4 \u00d7 6 = _______<\/p>\n

      Answer:
      \n4 \u00d7 6 = 24.
      \nCan 4 be divided by 2? __Yes_____.
      \nCan 6 be divided by 2? ____Yes___.
      \nSo 4 \u00d7 6 is even.
      \n4 \u00d7 6 = _24______.<\/p>\n

      Explanation:
      \n4 \u00d7 6 = 24.
      \nCan 4 be divided by 2? 4 \u00f7 2 = 2 yes.
      \nCan 6 be divided by 2? 6 \u00f7 2 = 3 yes.
      \nSo 4 \u00d7 6 is even.
      \n4 \u00d7 6 = 24.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 3-5, circle the factors that can be divided by 2. Then write even or odd to describe the product and solve the equation.
      \nQuestion 3.
      \n9 \u00d7 5 = ?
      \n9 \u00d7 5 is _______
      \n9 \u00d7 5 = _______<\/p>\n

      Answer:
      \n9 \u00d7 5 = ?
      \n9 \u00d7 5 is __odd_____.
      \n9 \u00d7 5 = __45_____.<\/p>\n

      Explanation:
      \n9 \u00d7 5 = ??
      \n9 \u00d7 5 is odd.
      \n9 \u00d7 5 = 45.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 4.
      \n8 \u00d7 7 = ?
      \n8 \u00d7 7 is ______
      \n8 \u00d7 7 = ______<\/p>\n

      Answer:
      \n8 \u00d7 7 = ?
      \n8 \u00d7 7 is __even____.
      \n8 \u00d7 7 = __56____.<\/p>\n

      Explanation:
      \n8 \u00d7 7 = ?
      \n8 \u00d7 7 is even.
      \n8 \u00d7 7 = 56.<\/p>\n

      \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 5.
      \n4 \u00d7 8 =?
      \n4 \u00d7 8 is ______
      \n4 \u00d7 8 = ______<\/p>\n

      Answer:
      \n4 \u00d7 8 =?
      \n4 \u00d7 8 is _Even_____.
      \n4 \u00d7 8 = __32____.<\/p>\n

      Explanation:
      \n4 \u00d7 8 =?
      \n4 \u00d7 8 is even.
      \n4 \u00d7 8 = 32.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>In 6-8, use the table at the right. Look at the factors. Write even or odd to describe the product. Then solve.
      \n\"Envision
      \nQuestion 6.
      \nHow many miles did Joseph bicycle in 6 days?
      \nThe product is ________.<\/p>\n

      Answer:
      \nNumber of miles Joseph bicycled in 6 days = 18.
      \nThe product is ___18(Even)_____.<\/p>\n

      Explanation:
      \nNumber of miles Joseph bicycled per day = 3.
      \nNumber of miles Joseph bicycled in 6 days = Number of miles Joseph bicycled per day\u00a0 \u00d7 6
      \n= 3 \u00d7 6
      \n= 18.<\/p>\n

       <\/p>\n

      Question 7.
      \nHow many miles did Caitlin bicycle in 8 days?
      \nThe product is ________.<\/p>\n

      Answer:
      \nNumber of miles Caitlin bicycled in 8 days = 48.
      \nThe product is ___48 (Even)_____.<\/p>\n

      Explanation:
      \nNumber of miles Caitlin bicycled per day = 6.
      \nNumber of miles Caitlin bicycled in 8 days = Number of miles Caitlin bicycled per day\u00a0 \u00d7 8
      \n= 6 \u00d7 8
      \n= 48.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 8.
      \nHow many miles did Maria and Riaz bicycle in 3 days?
      \nThe total is _________<\/p>\n

      Answer:
      \nTotal number of miles Maria and Riaz bicycled in 3 days = 27.
      \nThe total is ___27 (Odd)______.<\/p>\n

      Explanation:
      \nNumber of miles Maria bicycled per day = 4.
      \nNumber of miles Maria bicycled in 3 days = Number of miles Maria bicycled per day\u00a0 \u00d7 3
      \n= 4 \u00d7 3
      \n= 12.
      \nNumber of miles Riaz bicycled per day = 5.
      \nNumber of miles Riaz bicycled in 3 days = Number of miles Riaz bicycled per day\u00a0 \u00d7 3
      \n= 5 \u00d7 3
      \n= 15.<\/p>\n

      Total number of miles Maria and Riaz bicycled in 3 days = Number of miles Maria bicycled in 3 days + Number of miles Riaz bicycled in 3 days
      \n= 12 + 15
      \n= 27.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 9.
      \nCritique Reasoning<\/strong> Ryan says that the following patterns are true:
      \neven \u00d7 odd = even
      \nodd \u00d7 even = odd
      \nIs he correct? Explain.<\/p>\n

      Answer:
      \n(even \u00d7 odd = even) pattern Ryan’s says is correct yet not odd \u00d7 even = odd pattern.<\/p>\n

      Explanation:
      \neven \u00d7 odd = even.
      \n=> 2 \u00d7 5 = 10.
      \nodd \u00d7 even = odd
      \n=> 5 \u00d7 4 = 20.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \nDraw a shape with an odd number of sides. Then write the name of the shape.<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

      Explanation:
      \nNumber of sides in the shape = 5.
      \nName of the shape = Pentagon.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      Question 11.
      \nHigher Order Thinking<\/strong> The bakery had 84 muffins. Ms. Craig bought 5 packs of 6 muffins. Did she purchase an even or an odd number of muffins? Is the number of muffins left even or odd? Explain.<\/p>\n

      Answer:
      \nTotal number of muffins Ms. Craig bought = 30. (Even)
      \nNumber of muffins left = 54. (Even)<\/p>\n

      Explanation:
      \nNumber of muffins bakery had = 84.
      \nNumber of muffins Ms. Craig bought = 6.
      \nNumber of packs Ms. Craig bought = 5.
      \nTotal number of muffins Ms. Craig bought = Number of muffins Ms. Craig bought\u00a0 \u00d7 Number of packs Ms. Craig bought
      \n= 6 \u00d7 5
      \n= 30. (Even)
      \nNumber of muffins left = Number of muffins bakery had – Total number of muffins Ms. Craig bought
      \n= 84 – 30
      \n= 54. (Even)<\/p>\n

      Assessment Practice
      \n<\/strong>Question 12.
      \nSelect all of the equations where you can use properties of operations to show that the product will be even.
      \n\u2610 7 \u00d7 9 = ?
      \n\u2610 9 \u00d7 2 = ?
      \n\u2610 5 \u00d7 3 = ?
      \n\u2610 1 \u00d7 6 = ?
      \n\u2610 7 \u00d7 5 = ?<\/p>\n

      Answer:
      \n9 \u00d7 2 = 18. => odd \u00d7 even = even.
      \n1 \u00d7 6 = 6. => odd \u00d7 even = even.<\/p>\n

      Explanation:
      \n\u2610 7 \u00d7 9 = 63.
      \n=> odd \u00d7 odd = odd.
      \n\u2610 9 \u00d7 2 = 18.
      \n=> odd \u00d7 even = even.
      \n\u2610 5 \u00d7 3 = 15.
      \n=> odd \u00d7 odd = odd.
      \n\u2610 1 \u00d7 6 = 6.
      \n=> odd \u00d7 even = even.
      \n\u2610 7 \u00d7 5 = 35.
      \n=> odd \u00d7 odd = odd.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \nSelect all of the equations that do NOT have even products.
      \n\u2610 5 \u00d7 1 = ?
      \n\u2610 2 \u00d7 7 = ?
      \n\u2610 3 \u00d7 9 = ?
      \n\u2610 8 \u00d7 8 = ?
      \n\u2610 6 \u00d7 4 = ?<\/p>\n

      Answer:
      \n5 \u00d7 1 = 5. => odd \u00d7 odd = odd.
      \n3 \u00d7 9 = 27. => odd \u00d7 odd = odd.<\/p>\n

      Explanation:
      \n\u2610 5 \u00d7 1 = 5.
      \n=> odd \u00d7 odd = odd.
      \n\u2610 2 \u00d7 7 = 14.
      \n=> even \u00d7 odd = even.
      \n\u2610 3 \u00d7 9 = 27.
      \n=> odd \u00d7 odd = odd.
      \n\u2610 8 \u00d7 8 = 64.
      \n=> even \u00d7 even = even.
      \n\u2610 6 \u00d7 4 = 24.
      \n=> even \u00d7 even = even.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.6 Division Involving 0 and 1<\/h3>\n

      Solve & Share<\/strong>
      \nFind 5 \u00f7 1,0 \u00f7 5, and 5 \u00f7 5. Explain how you found each quotient. You can use counters to help.
      \nI can … understand the patterns of division with 0 and 1.
      \n\"Envision<\/p>\n

      Look Back! Use your understanding of multiplying by 0 to find 0 \u00f7 7,0 \u00f7 4, and 0 \u00f7 10. Describe the patterns you see.<\/p>\n

      Answer:
      \n0 \u00f7 4 = 0.
      \n0 \u00f7 7 = 0.
      \n0 \u00f7 10 = 0.
      \nIt is observed that any number multiplied to zero or zero divided by any number the product of it is same that is zero.<\/p>\n

      Explanation:
      \n0 \u00d7 4 = 0.
      \n0 \u00f7 4 = 0.
      \n0 \u00d7 7 = 0.
      \n0 \u00f7 7 = 0.
      \n0 \u00d7 10 = 0.
      \n0 \u00f7 10 = 0.<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Do You Divide with 1 or 0?
      \nAnswer:
      \nAny number divided by the given number to be divided.
      \n2 \u00f7 1 = 2.
      \n2 \u00f7 0 = 0.<\/p>\n

      Explanation:
      \nWe divided the number with one or 0 by the following:
      \n2 \u00f7 1 = 2.
      \n2 \u00f7 0 = 0.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nNeil has 3 goldfish. He puts 1 goldfish in each bowl. How many bowls did Neil use? Find 3 \u00f7 1.
      \n\"Envision
      \nWhat number times 1 is 3?
      \n3 \u00d7 1 = 3
      \nSo, 3 \u00f7 1 = 3.
      \nNeil used 3 bowls.<\/p>\n

      1 as a Quotient
      \nFind 3 \u00f7 3.
      \n3 times what number equals 3?
      \n3 \u00d7 1 = 3
      \nS0, 3 \u00f7 3 = 1.
      \nRule: Any number (except 0) divided by itself is 1.<\/p>\n

      Dividing O by a Number
      \nFind 0 \u00f7 3.
      \n3 times what number equals 0?
      \n3 \u00d7 0 = 0
      \nSo, 0 \u00f7 3 = 0.
      \nRule: 0 divided by any number (except 0) is 0.<\/p>\n

      Dividing by 0
      \nFind 3 \u00f7 0.
      \n0 times what number equals 3?
      \nThere is no such number. So, 3 \u00f7 0 can’t be done.
      \nRule: You cannot divide any number by 0.<\/p>\n

      Convince Me! Be Precise Sue wrote 9 invitations. She put 1 invitation in each mailbox on her street. How many mailboxes got invitations? Which equation shows the problem and the solution? Explain your thinking.
      \n0 \u00f7 9 = 0
      \n9 \u00f7 1 = 9<\/p>\n

      Answer:
      \nNumber of mailboxes got invitations = Number of invitations Sue wrote \u00f7 Number of invitation she puts in each mailbox on her street
      \n= 9 \u00f7 1
      \n= 9.<\/p>\n

      Explanation:
      \nNumber of invitations Sue wrote = 9.
      \nNumber of invitation she puts in each mailbox on her street = 1.
      \nNumber of mailboxes got invitations = Number of invitations Sue wrote \u00f7 Number of invitation she puts in each mailbox on her street
      \n= 9 \u00f7 1
      \n= 9.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nHow can you tell, without dividing, that 375 \u00f7 375 = 1?<\/p>\n

      Answer:
      \nAny number divided by itself, the product is always 1.
      \n375 \u00f7 375 = 1<\/p>\n

      Explanation:
      \nWe can tell without dividing, that 375 \u00f7 375 = 1 because any number divided by itself, the product is always 1.<\/p>\n

       <\/p>\n

      Question 2.
      \nUse a representation to explain why zero divided by any number except zero is zero.
      \nAnswer:
      \nIn mathematics, division by zero is division where the divisor (denominator) is zero. Such a division can be formally expressed as \"{\\textstyle<\/span>\u00a0where\u00a0a<\/span> is the dividend. Any number dividend by zero is zero yet not by itself divided.<\/p>\n

      Explanation:
      \nIn mathematics, division by zero is division where the divisor (denominator) is zero. Such a division can be formally expressed as \"{\\textstyle<\/span>\u00a0where\u00a0a<\/span> is the dividend.
      \nAny number multiplied by zero is zero, the expression \"{\\displaystyle<\/span> is also undefined.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Do You Know How?<\/strong>
      \nIn 3 and 4, solve the multiplication equation to find each quotient.
      \n\"Envision
      \nQuestion 3.
      \nFind 8 \u00f7 8.
      \n8 \u00d7 _____ = 8
      \nSo, 8 \u00f7 8 = _______<\/p>\n

      Answer:
      \n8 \u00d7 __1___ = 8
      \nSo, 8 \u00f7 8 = ___1____. (quotient)<\/p>\n

      Explanation:
      \n8 \u00d7 1 = 8
      \nSo, 8 \u00f7 8 = 1.<\/p>\n

       <\/p>\n

      Question 4.
      \nFind 0 \u00f7 9.
      \n9 \u00d7 ______ = 0
      \nSo, 0 \u00f7 9 = ______<\/p>\n

      Answer:
      \n9 \u00d7 __0____ = 0
      \nSo, 0 \u00f7 9 = __0____. (quotient)<\/p>\n

      Explanation:
      \n9 \u00d7 0 = 0
      \nSo, 0 \u00f7 9 = 0.<\/p>\n

       <\/p>\n

      Independent Practice
      \nLeveled Practice<\/strong> In 5-7, solve the multiplication equation to find each quotient.
      \nQuestion 5.
      \nFind 0 \u00f7 7.
      \n7 \u00d7 _______ = 0
      \nSo, 0 \u00f7 7 = _______<\/p>\n

      Answer:
      \n7 \u00d7 ___0____ = 0.
      \nSo, 0 \u00f7 7 = ___0____. (quotient)<\/p>\n

      Explanation:
      \n7 \u00d7 0 = 0
      \nSo, 0 \u00f7 7 = 0.<\/p>\n

       <\/p>\n

      Question 6.
      \nFind 4 \u00f7 4.
      \n4 \u00d7 _______ = 4
      \nSo, 4 \u00f7 4 = ________<\/p>\n

      Answer:
      \n4 \u00d7 ___1____ = 4
      \nSo, 4 \u00f7 4 = ___1_____. (quotient)<\/p>\n

      Explanation:
      \n4 \u00d7 1 = 4
      \nSo, 4 \u00f7 4 = 1.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \nFind 6 \u00f7 1.
      \n1 \u00d7 _______ = 6
      \nSo, 6 \u00f7 1 = _______<\/p>\n

      Answer:
      \n1 \u00d7 ___6____ = 6
      \nSo, 6 \u00f7 1 = ___6____. (quotient)<\/p>\n

      Explanation:
      \n1 \u00d7 6 = 6
      \nSo, 6 \u00f7 1 = 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      In 8-18, find each quotient.
      \nQuestion 8.
      \n3 \u00f7 3 = __________<\/p>\n

      Answer:
      \n3 \u00f7 3 = ____1______.(quotient)<\/p>\n

      Explanation:
      \n3 \u00f7 3 = 1.<\/p>\n

       <\/p>\n

      Question 9.
      \n______ = 0 \u00f7 8<\/p>\n

      Answer:
      \n___0___ = 0 \u00f7 8. (quotient)<\/p>\n

      Explanation:
      \n0 = 0 \u00f7 8.<\/p>\n

      Question 10.
      \n______ = 5 \u00f7 5<\/p>\n

      Answer:
      \n___1___ = 5 \u00f7 5. (quotient)<\/p>\n

      Explanation:
      \n1 = 5 \u00f7 5.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \n7 \u00f7 1 = _______<\/p>\n

      Answer:
      \n7 \u00f7 1 = __7_____. (quotient)<\/p>\n

      Explanation:
      \n7 \u00f7 1 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 1. (quotient)<\/p>\n

      Explanation:
      \n\"Envision= 1.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 5. (quotient)<\/p>\n

      Explanation:
      \n\"Envision = 5.<\/p>\n

      Question 14.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 1. (quotient)<\/p>\n

      Explanation:
      \n\"Envision= 1.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision= 13. (quotient)<\/p>\n

      Explanation:
      \n\"Envision= 13.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \nFind 0 divided by 8.<\/p>\n

      Answer:
      \n0 \u00f7 8 = 0.<\/p>\n

      Explanation:
      \n0 divided by 8.
      \n=> 0 \u00f7 8 = 0.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \nFind 9 divided by 1.
      \nAnswer:
      \n9 \u00f7 1 = 9.<\/p>\n

      Explanation:
      \n9 divided by 1.
      \n9 \u00f7 1 = 9.<\/p>\n

       <\/p>\n

      Question 18.
      \nFind 10 divided by 10.<\/p>\n

      Answer:
      \n10 \u00f7 10 = 1.<\/p>\n

      Explanation:
      \n10 divided by 10.
      \n=> 10 \u00f7 10 = 1.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>In 19-22, use the picture at the right.
      \n\"Envision
      \nQuestion 19.
      \nAddie hiked 3 different trails for a total distance of 11 miles. Which trails did Addie hike?
      \nAnswer:
      \nTrails Addie hiked = Number of miles of White hike + Number of miles of Red hike + Number of miles of Green hike
      \n= 5 + 2 + 4
      \n= 11.<\/p>\n

      Explanation:
      \nNumber of miles of Blue hike = 3.
      \nNumber of miles of White hike = 5.
      \nNumber of miles of Red hike = 2.
      \nNumber of miles of Green hike = 4.
      \nNumber of different trails Addie hiked = 3.
      \nNumber of total miles distance Addie hiked = 11.
      \nTrails Addie hiked = Number of miles of White hike + Number of miles of Red hike + Number of miles of Green hike
      \n= 5 + 2 + 4
      \n= 7 + 4
      \n= 11.<\/p>\n

       <\/p>\n

      Question 20.
      \nMarty hikes one of the trails 4 times. In all, he hikes more than 10 miles but less than 16 miles. Which trail does Marty hike? Explain your answer.
      \nAnswer:
      \nBlue Trail Marty hiked 4times hiking of 12 miles.<\/p>\n

      Explanation:
      \nNumber of different trails Marty hiked = 1.
      \nNumber of times Marty hiked same trail = 4.
      \nNumber of miles of Blue hike = 3.
      \nTrail Marty hiked = Number of miles of Blue hike\u00a0 \u00d7 4
      \n= 3 \u00d7 4
      \n= 12 > 10 < 16.<\/p>\n

       <\/p>\n

      Question 21.
      \nFour teams are tidying the Green trail. They will each tidy an equal distance. How many miles does each team tidy?
      \nAnswer:
      \nMiles each team tidy = 1.<\/p>\n

      Explanation:
      \nNumber of miles of Green hike = 4.
      \nNumber of teams hiking the green trial = 4.
      \nMiles each team tidy = Number of miles of Green hike\u00a0 \u00f7 Number of teams hiking the green trial
      \n= 4 \u00f7 4
      \n= 1.<\/p>\n

       <\/p>\n

      Question 22.
      \nFiona hiked on Wednesday and Sunday. Each day she hiked all of the trails. How many miles did Fiona hike?
      \nAnswer:
      \nTotal number of Miles Fiona hiked = 28.<\/p>\n

      Explanation:
      \nNumber of miles of Blue hike = 3.
      \nNumber of miles of White hike = 5.
      \nNumber of miles of Red hike = 2.
      \nNumber of miles of Green hike = 4.
      \nFiona hiked on Wednesday and Sunday.
      \n=> Number of days Fiona hiked\u00a0 = 2.
      \nTotal number of Miles Fiona hiked = Number of miles of Blue hike + Number of miles of White hike + Number of miles of Red hike + Number of miles of Green hike \u00d7 Number of days Fiona hiked
      \n= (3 + 5 + 2 + 4) \u00d7 2
      \n= ( 8 + 2 + 4)
      \n= ( 10 + 4)
      \n= 14 \u00d7 2
      \n= 28.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 23.
      \nModel with Math<\/strong> Use a representation to explain why any number divided by 1 is itself.
      \nAnswer:
      \nSame number divided by itself, always gives the product of 1.<\/p>\n

      Explanation:
      \n1 \u00f7 1 = 1 because same number divided by itself, always gives the product of 1.
      \n2 \u00f7 2 = 1.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 24.
      \nHigher Order Thinking<\/strong> Yvonne says that 0 \u00f7 21 and 21 \u00f7 0 both have a quotient of 0. Is Yvonne correct? Explain.<\/p>\n

      Answer:
      \nYes, Yvonne is correct 0 \u00f7 21 and 21 \u00f7 0 both have a quotient of 0 because any number divided by zero or zero divided by any number the quotient is always zero.<\/p>\n

      Explanation:
      \n0 \u00f7 21 = 0.
      \n21 \u00f7 0 = 0.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 25.
      \nUse division properties to match each equation to its quotient.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

      Explanation:
      \n8 \u00f7 8 = 1. Any number divided by itself, quotient is always 1.
      \n0 \u00f7 4 = 0. Zero divided by any number, quotient is always 0.
      \n3 \u00f7 3 = 1. Any number divided by itself, quotient is always 1.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 26.
      \nUse division properties to match each equation to its quotient.
      \n\"Envision<\/p>\n

      Answer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

      Explanation:
      \n4 \u00f7 4 = 1. Any number divided by itself, quotient is always 1.
      \n0 \u00f7 5 = 0. Zero divided by any number, quotient is always 0.
      \n0 \u00f7 7 = 0. Zero divided by any number, quotient is always 0.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.7 Practice Multiplication and Division Facts<\/h3>\n

      Solve & Share<\/strong>
      \nA tour bus to a national park holds 56 people. There are 7 tour guides at the park to lead equal groups of people from the bus. How many people are in each tour group? Each person in a group pays a $2 entrance fee to a tour guide. How much does 1 tour guide collect?
      \nI can .. use patterns and related facts to solve multiplication and division problems.
      \n\"Envision<\/p>\n

      Look Back! How can 7 \u00d7 ? = 56 help you find 56 \u00f7 7 = ?
      \nAnswer:
      \nNumber of people in each tour group = 8.
      \nAmount of each tour guide collects = $16.<\/p>\n

      Explanation:
      \nNumber of people A tour bus to a national park holds = 56.
      \nNumber of tour guides at the park to lead equal groups of people from the bus = 7.
      \nNumber of people in each tour group = Number of people A tour bus to a national park holds \u00f7 Number of tour guides at the park to lead equal groups of people from the bus
      \n= 56 \u00f7 7
      \n= 8.
      \nAmount of entrance fee each person in a group to pay tour guide = $2.
      \nAmount of each tour guide collects = Number of people in each tour group \u00d7 Amount of entrance fee each person in a group to pay tour guide
      \n= 8 \u00d7 $2
      \n= $16.<\/p>\n

      Essential Question<\/strong>
      \nWhat Fact Can You Use?
      \nAnswer:
      \nTo solve the problem we can use multiplication facts or division facts according to the requirment of the question asked.<\/p>\n

      Explanation:
      \nWe can use multiplication facts 1s, 2s, 3s, 4s, 5s…\u2026 and division facts to solve the problems to find the asked solution.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nSabrina has 28 quarters in her bank. She wants to trade all of them for one-dollar bills. How many one-dollar bills will Sabrina get?
      \nThere are 4 quarters in one dollar.
      \n\"Envision<\/p>\n

      One Way<\/strong>
      \nHow many groups of 4 are in 28?
      \nYou can draw a bar diagram to help solve the problem
      \n\"Envision
      \n28 \u00f7 4 = 7
      \nThere are 7 groups of 4 in 28. Sabrina can trade 28 quarters for 7 one-dollar bills.<\/p>\n

      Another Way
      \nWhat number times 4 equals 28?
      \nYou can use multiplication facts to help solve the problem.
      \n28 quarters
      \n? \u00d7 4 = 28
      \n7 \u00d7 4= 28
      \nSabrina can trade 28 quarters for 7 one-dollar bills.<\/p>\n

      Convince Me! Construct Arguments Why can both 28 \u00f7 7 = ? and ? \u00d7 7 = 28 be used to solve the problem above?
      \nAnswer:
      \nNumber of one-dollar bills Sabrina gets = 7.
      \n4 \u00d7 7 = 28.
      \n28 \u00f7 7 = 4.
      \nWe can use both 28 \u00f7 7 = ? and ? \u00d7 7 = 28\u00a0 to solve the problem above explained as below:
      \nNumber of quarters in one dollar \u00d7 Number of one-dollar bills Sabrina gets = Number of quarters Sabrina has in her bank.
      \n=> 4 \u00d7 7 = 28.
      \nNumber of quarters Sabrina has in her bank \u00f7 Number of one-dollar bills Sabrina gets = Number of quarters in one dollar.
      \n28 \u00f7 7 = 4.<\/p>\n

      Explanation:
      \nThere are 4 quarters in one dollar.
      \nNumber of quarters Sabrina has in her bank = 28.
      \nNumber of quarters in one dollar = 4.
      \nNumber of one-dollar bills Sabrina gets = Number of quarters Sabrina has in her bank\u00a0 \u00f7 Number of quarters in one dollar
      \n= 28 \u00f7 4
      \n= 7.
      \nWe can use both 28 \u00f7 7 = ? and ? \u00d7 7 = 28\u00a0 to solve the problem above explained as below:
      \nNumber of quarters in one dollar \u00d7 Number of one-dollar bills Sabrina gets = Number of quarters Sabrina has in her bank.
      \n=> 4 \u00d7 7 = 28.
      \nNumber of quarters Sabrina has in her bank \u00f7 Number of one-dollar bills Sabrina gets = Number of quarters in one dollar.
      \n=> 28 \u00f7 7 = 4.<\/p>\n

       <\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nLook back at the problem on the previous page. Suppose Sabrina put 8 more quarters in her bank. How many one-dollar bills can she trade for the quarters in her bank now?
      \nAnswer:
      \nNumber of one-dollar bills Sabrina gets = 10.<\/p>\n

      Explanation:
      \nThere are 4 quarters in one dollar.
      \nNumber of quarters Sabrina has in her bank = 28 + 12 = 40.
      \nNumber of quarters in one dollar = 4.
      \nNumber of one-dollar bills Sabrina gets = Number of quarters Sabrina has in her bank\u00a0 \u00f7 Number of quarters in one dollar
      \n= 40 \u00f7 4
      \n= 10.<\/p>\n

       <\/p>\n

      Question 2.
      \nCalvin solves the equation 49 \u00f7 7 = \u2610. How does this help him complete the equation 7 \u00d7 \u2610 = 49?
      \nAnswer:
      \nYes, this helps Calvin to complete the equation 7 \u00d7 \u2610 = 49.<\/p>\n

      Explanation:
      \nEquation:
      \n49 \u00f7 7 = \u2610.
      \n49 \u00f7 7 = 7.
      \n=> 7 \u00d7 7= 49.<\/p>\n

      Do You Know How?<\/strong>
      \nIn 3-7, use a multiplication or a division fact to complete the equations.
      \nYou can use multiplication to help divide.
      \nQuestion 3.
      \n______ = 45 \u00f7 5
      \n45 = 5 \u00d7 ______
      \nAnswer:
      \n___9___ = 45 \u00f7 5.
      \n45 = 5 \u00d7 ___9___.<\/p>\n

      Explanation:
      \n9 = 45 \u00f7 5
      \n45 = 5 \u00d7 9.<\/p>\n

       <\/p>\n

      Question 4.
      \n_____ \u00d7 7 = 21
      \n21 \u00f7 ______ = 7
      \nAnswer:
      \n__3___ \u00d7 7 = 21.
      \n21 \u00f7 __3____ = 7.<\/p>\n

      Explanation:
      \n3 \u00d7 7 = 21.
      \n21 \u00f7 3 = 7.<\/p>\n

       <\/p>\n

      Question 5.
      \n6 \u00d7 _____ = 30
      \n30 \u00f7 6 = ______
      \nAnswer:
      \n6 \u00d7 __5___ = 30.
      \n30 \u00f7 6 = ___5___.<\/p>\n

      Explanation:
      \n6 \u00d7 5 = 30.
      \n30 \u00f7 6 = 5.<\/p>\n

       <\/p>\n

      Question 6.
      \n4 = 24 \u00f7 _______
      \n24 = ______ \u00d7 4
      \nAnswer:
      \n4 = 24 \u00f7 ___6____.
      \n24 = __6____ \u00d7 4.<\/p>\n

      Explanation:
      \n4 = 24 \u00f7 6.
      \n24 = 6 \u00d7 4.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \n6 \u00d7 _____ = 12
      \n12 \u00f7 6 = _______
      \nAnswer:
      \n6 \u00d7 __2___ = 12.
      \n12 \u00f7 6 = __2_____.<\/p>\n

      Explanation:
      \n6 \u00d7 2 = 12.
      \n12 \u00f7 6 = 2.<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>Leveled Practice In 8-10, use fact families to complete the equations.
      \nQuestion 8.
      \n42 \u00f7 7 = ______
      \n7 \u00d7 _____ = 42
      \nAnswer:
      \n42 \u00f7 7 = ___6___.
      \n7 \u00d7 __6___ = 42.<\/p>\n

      Explanation:
      \n42 \u00f7 7 = 6.
      \n7 \u00d7 6 = 42.<\/p>\n

       <\/p>\n

      Question 9.
      \n18 = 6 \u00d7 ______
      \n_____ = 18 \u00f7 6
      \nAnswer:
      \n18 = 6 \u00d7 ___3___.
      \n__3___ = 18 \u00f7 6.<\/p>\n

      Explanation:
      \n18 = 6 \u00d7 3.
      \n3 = 18 \u00f7 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 10.
      \n9 = _____ \u00f7 8
      \n9 \u00d7 8 = ______
      \nAnswer:
      \n9 = __2___ \u00f7 8.
      \n9 \u00d7 8 = ___2___.<\/p>\n

      Explanation:
      \n9 = 2 \u00f7 8.
      \n9 \u00d7 8 = 2.<\/p>\n

       <\/p>\n

       <\/p>\n

      In 11-19, find the product or quotient.
      \nQuestion 11.
      \n36 \u00f7 4 = ______
      \nAnswer:
      \n36 \u00f7 4 = __9____.<\/p>\n

      Explanation:
      \n36 \u00f7 4 = 9. (quotient)<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 12.
      \n_____ = 8 \u00d7 8
      \nAnswer:
      \n__1___ = 8 \u00d7 8.<\/p>\n

      Explanation:
      \n1= 8 \u00d7 8. (quotient)<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 13.
      \n15 \u00f7 3 = ________
      \nAnswer:
      \n15 \u00f7 3 = ___5_____.<\/p>\n

      Explanation:
      \n15 \u00f7 3 = 5. (quotient)<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 14.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 6.<\/p>\n

      Explanation:
      \n\"Envision= 6. (quotient)<\/p>\n

       <\/p>\n

       <\/p>\n

       <\/p>\n

      Question 15.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 7.<\/p>\n

      Explanation:
      \n\"Envision= 7. (quotient)<\/p>\n

       <\/p>\n

      Question 16.
      \n\"Envision
      \nAnswer:
      \n\"Envision= 6.<\/p>\n

      Explanation:
      \n\"Envision= 6. (quotient)<\/p>\n

       <\/p>\n

      Question 17.
      \nMultiply 8 times 5.
      \nAnswer:
      \n8 \u00d7 5 = 40.<\/p>\n

      Explanation:
      \nMultiply 8 times 5.
      \n8 \u00d7 5 = 40. (product)<\/p>\n

       <\/p>\n

      Question 18.
      \nDivide 18 by 9.
      \nAnswer:
      \n18 \u00f7 9 = 2.<\/p>\n

      Explanation:
      \n18 \u00f7 9 = 2. (product)<\/p>\n

       <\/p>\n

      Question 19.
      \nDivide 27 by 3.
      \nAnswer:
      \n27 \u00f7 3 = 9.<\/p>\n

      Explanation:
      \nDivide 27 by 3.
      \n27 \u00f7 3 = 9.(product)<\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>In 20-22, use the recipe at the right.
      \n\"Envision
      \nQuestion 20.
      \nHow many cups of peanuts would Eric need to make 5 batches of trail mix? Write an equation to show your thinking.
      \nAnswer:
      \nNumber of cups of peanuts would Eric need to make of 5 batches trail mix = 5 \u00d7 4 = 20.<\/p>\n

      Explanation:
      \nNumber of cups of peanuts would Eric need to make of trail mix = 4.
      \nNumber of batches to make trail mix = 5.
      \nNumber of cups of peanuts would Eric need to make of 5 batches trail mix = Number of cups of peanuts would Eric need to make of trail mix \u00d7 Number of batches to make trail mix
      \n= 5 \u00d7 4
      \n= 20.<\/p>\n

       <\/p>\n

      Question 21.
      \nHow many batches of trail mix can Eric make with 16 cups of peanuts, 15 cups of raisins, and 8 cups of walnuts?
      \nAnswer:
      \nNumber of batches of trail mix can Eric make with 16 cups of peanuts = 16 \u00f7 4 = 4.
      \nNumber of batches of trail mix can Eric make with 8 cups of walnuts = 8 \u00f7 2 = 4.
      \nNumber of batches of trail mix can Eric make with 15 cups of raisins = 15 \u00f7 3 = 5.<\/p>\n

      Explanation:
      \nNumber of cups of peanuts would Eric need to make of trail mix = 4.
      \nNumber of cups of peanuts Eric want the trail mix = 16
      \nNumber of batches of trail mix can Eric make with 16 cups of peanuts = Number of cups of peanuts Eric want the trail mix \u00f7 Number of cups of peanuts would Eric need to make of trail mix
      \n= 16 \u00f7 4
      \n= 4.
      \nNumber of\u00a0 cups of raisins would Eric need to make of trail mix = 3.
      \nNumber of\u00a0 cups of raisins Eric want the trail mix = 15.
      \nNumber of batches of trail mix can Eric make with 15 cups of raisins = Number of cups of raisins Eric want the trail mix \u00f7 Number of cups of raisins would Eric need to make of trail mix
      \n= 15 \u00f7 3
      \n= 5.
      \nNumber of cups of walnuts would Eric need to make of trail mix = 2.
      \nNumber of cups of walnuts Eric want the trail mix = 8.
      \nNumber of batches of trail mix can Eric make with 8 cups of walnuts = Number of cups of walnuts Eric want the trail mix \u00f7 Number of cups of walnuts would Eric need to make of trail mix
      \n= 8 \u00f7 2
      \n= 4.<\/p>\n

       <\/p>\n

      Question 22.
      \nReasoning<\/strong> Eric spends $30 to buy the ingredients for 5 batches of trail mix. Find the cost of the ingredients Eric needs for one batch. How much would Eric need for 2 batches?
      \nAnswer:
      \nCost of the ingredients Eric needs for one batch = $6.
      \nAmount of money Eric need for buying 2 batches = $12.<\/p>\n

      Explanation:
      \nAmount of money Eric spends to buy the ingredients for 5 batches of trail mix = $30.
      \nNumber of batches of trail mix Eric buys = 5.
      \nCost of the ingredients Eric needs for one batch = Amount of money Eric spends to buy the ingredients for 5 batches of trail mix \u00f7 Number of batches of trail mix Eric buys
      \n= $30 \u00f7 5
      \n= $6.
      \nAmount of money Eric need for buying 2 batches = Cost of the ingredients Eric needs for one batch \u00d7 2
      \n= $6 \u00d7 2
      \n= $12.<\/p>\n

       <\/p>\n

      Question 23.
      \nEmilia drew lines to divide these squares into parts. What is one way to name these parts?
      \n\"Envision
      \nAnswer:
      \nOne way to name these parts:
      \nSquare.
      \nTriangle.<\/p>\n

      Explanation:
      \none way to name these parts:
      \nSquare.
      \nTriangle.<\/p>\n

       <\/p>\n

      Question 24.
      \nHigher Order Thinking<\/strong> Wilson is thinking of 2 one-digit numbers. When he multiplies them, the product is 27. What is the sum of the two numbers? Explain your answer.
      \nAnswer:
      \n2 one-digit numbers: 3 and 9.
      \nProduct: 3 \u00d7 9 = 27. or 9 \u00d7 3 = 27.
      \nSum: 3 + 9 = 12. or 9 + 3 = 12.<\/p>\n

      Explanation:
      \n2 one-digit numbers: 3 and 9.
      \nProduct: 3 \u00d7 9 = 27.
      \nor 9 \u00d7 3 = 27.
      \nSum: 3 + 9 = 12.
      \nor 9 + 3 = 12.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 25.
      \nUse the relationship between multiplication and division to find the value of each unknown.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick
      \nExplanation:
      \n42 \u00f7 7 = ?\u00a0 \u00a0=> 42 \u00f7 7 = 6.
      \n7 \u00d7 ? = 42.\u00a0 => 7 \u00d7 6 = 42.
      \n36 \u00f7 4 = ?\u00a0 \u00a0=> 36 \u00f7 4 = 9.
      \n9 \u00d7 4 = 36.\u00a0 \u00a0=> 9 \u00d7 4 = 36.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 26.
      \nUse properties of operations to find the value of each unknown.
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

      Explanation:
      \n8 \u00f7 1 = ?\u00a0 \u00a0 => 8 \u00f7 1 = 8.
      \n? = 9 \u00f7 9.\u00a0 \u00a0 =>1 = 9 \u00f7 9.
      \n? = 0 \u00f7 3.\u00a0 \u00a0 => 0 = 0 \u00f7 3.
      \n6 \u00d7 0 = ?\u00a0 \u00a0 \u00a0=> 6 \u00d7 0 = 0.<\/p>\n

       <\/p>\n

      Lesson 4.8 Solve Multiplication and Division Equations<\/h3>\n

      Solve & Share<\/strong>
      \nThe expression 24 \u00f7 4 is on the right side of the balance below. What can you write on the left side that will have the same value as the right side? Write 5 different multiplication or division problems that will keep the pans balanced.
      \nI can… use multiplication and division facts to find unknown values in an equation.
      \n\"Envision<\/p>\n

      Look Back! Would the problem 1 \u00d7 3 \u00d7 2 \u00d7 1 keep the pans above balanced? Explain.
      \nAnswer:
      \nYes, the problem 1 \u00d7 3 \u00d7 2 \u00d7 1 keep the pans above balanced because 24 \u00f7 4 = 6.
      \n(1 \u00d7 3) \u00d7 (2 \u00d7 1) = 3 \u00d7 (2 \u00d7 1) = 3 \u00d7 2 = 6.<\/p>\n

      Explanation:
      \nProblem 1 \u00d7 3 \u00d7 2 \u00d7 1 keep the pans above balanced.
      \n24 \u00f7 4 = 6.
      \n(1 \u00d7 3) \u00d7 (2 \u00d7 1) = 3 \u00d7 (2 \u00d7 1) = 3 \u00d7 2 = 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Essential Question<\/strong>
      \nHow Do Multiplication and Division Equations Work?
      \nAnswer:
      \nMultiplication works by multiplying the numbers to find the answers and Division works by dividing the numbers to find the answers.<\/p>\n

      Explanation:
      \nMultiplication is the process of multiplying the numbers and Division\u00a0 means the process of divinding the numbers to find the answers.<\/p>\n

       <\/p>\n

       <\/p>\n

      Visual Learning Bridge<\/strong>
      \nThe pan balance shows 35 \u00f7 7 = 5.
      \n\"Envision
      \nRemember, in an equation, the symbol = means \u201cis equal to.” It tells you the value on the left is the same as the value on the right.<\/p>\n

      These are other examples of equations.
      \n\"Envision<\/p>\n

      Frank has some tubes of tennis balls. Each tube has 4 tennis balls. Frank has 8 tennis balls in all. How many tubes of tennis balls does he have?
      \nYou can write an equation to represent the problem.
      \n8 = ? \u00d7 4<\/p>\n

      Some equations have symbols to represent unknowns. The ? represents the number of tubes of tennis balls Frank has.
      \n8 = ? \u00d7 4
      \nA multiplication fact that matches this is 8 = 2 \u00d7 4.
      \n\"Envision
      \nThe value of ? is 2. So, ? = 2.<\/p>\n

      Convince Me! Reasoning Use the value of ? in the multiplication equation to write and solve two division equations.
      \n7 \u00d7 ? = 42
      \n42 \u00f7 ? = \u2610
      \n42 \u00f7 \u2610 = ?
      \nAnswer:
      \n7 \u00d7 ? = 42\u00a0 \u00a0 \u00a0=> 7 \u00d7 6 = 42.
      \n42 \u00f7 ? = \u2610\u00a0 \u00a0 => 42 \u00f7 6 = 7.
      \n42 \u00f7 \u2610 = ?\u00a0 \u00a0 => 42 \u00f7 7 = 6.<\/p>\n

      Explanation:
      \n7 \u00d7 6 = 42.
      \n42 \u00f7 6 = 7.
      \n42 \u00f7 7 = 6.<\/p>\n

       <\/p>\n

      Guided Practice
      \n<\/strong>Do You Understand?<\/strong>
      \nQuestion 1.
      \nWrite an equation that represents the following problem: Walt makes some sandwiches. Each sandwich uses 2 slices of bread. He uses 16 slices of bread. How many sandwiches does Walt make? Use ? to represent the number of sandwiches.
      \nAnswer:
      \nNumber of sandwiches Walt makes = 8.<\/p>\n

      Explanation:
      \nNumber of slices of bread each sandwich uses = 2.
      \nNumber of slices of bread Walt uses = 16.
      \nNumber of sandwiches Walt makes = ??
      \n=> Number of slices of bread Walt uses \u00f7 Number of slices of bread each sandwich uses
      \n=> 16 \u00f7 2
      \n=> 8.<\/p>\n

       <\/p>\n

      Do You Know How?
      \nIn 2-5, find the value for ? that makes the equation true.
      \nQuestion 2.
      \n9 \u00d7 ? = 27
      \nAnswer:
      \n9 \u00d7 3 = 27.<\/p>\n

      Explanation:
      \n9 \u00d7 ? = 27.
      \n9 \u00d7 3 = 27.<\/p>\n

       <\/p>\n

      Question 3.
      \n8 = 40 \u00f7 ?
      \nAnswer:
      \n8 = 40 \u00f7 5.<\/p>\n

      Explanation:
      \n8 = 40 \u00f7 ?
      \n8 = 40 \u00f7 5.<\/p>\n

       <\/p>\n

      Question 4.
      \n32 = ? \u00d7 8
      \nAnswer:
      \n32 = 4 \u00d7 8.<\/p>\n

      Explanation:
      \n32 = ? \u00d7 8.
      \n32 = 4 \u00d7 8.<\/p>\n

       <\/p>\n

      Question 5.
      \n? \u00f7 3 = 6
      \nAnswer:
      \n18 \u00f7 3 = 6.<\/p>\n

      Explanation:
      \n? \u00f7 3 = 6.
      \n18 \u00f7 3 = 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Independent Practice
      \n<\/strong>In 6-9, find the value for ? that makes the equation true.
      \nQuestion 6.
      \n? \u00f7 4 = 7
      \nAnswer:
      \n28 \u00f7 4 = 7.<\/p>\n

      Explanation:
      \n? \u00f7 4 = 7.
      \n28 \u00f7 4 = 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 7.
      \n25 = 5 \u00d7 ?
      \nAnswer:
      \n25 = 5 \u00d7 5.<\/p>\n

      Explanation:
      \n25 = 5 \u00d7 ?
      \n25 = 5 \u00d7 5.<\/p>\n

       <\/p>\n

      Question 8.
      \n72 = ? \u00d7 9
      \nAnswer:
      \n72 = 8 \u00d7 9.<\/p>\n

      Explanation:
      \n72 = ? \u00d7 9.
      \n72 = 8 \u00d7 9.<\/p>\n

       <\/p>\n

      Question 9.
      \n4 = 20 \u00f7 ?
      \nAnswer:
      \n4 = 20 \u00f7 5.<\/p>\n

      Explanation:
      \n4 = 20 \u00f7 ?.
      \n4 = 20 \u00f7 5.<\/p>\n

       <\/p>\n

      In 10-13, write and solve an equation that represents the problem.
      \nQuestion 10.
      \nSasha has 21 dimes. She puts them in stacks with the same number of dimes in each stack. In all, she has 3 stacks. How many dimes are in each stack? Use? to represent the number of dimes in each stack.
      \nAnswer:
      \nNumber of dimes in each stack = 7.<\/p>\n

      Explanation:
      \nNumber of dimes Sasha has = 21.
      \nShe puts them in stacks with the same number of dimes in each stack.
      \nNumber of stacks Sasha has = 3.
      \nNumber of dimes in each stack = Number of dimes Sasha has \u00f7 Number of stacks Sasha has
      \n= 21 \u00f7 3
      \n= 7.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 11.
      \nThere were some sheep in a barnyard. Each sheep had 4 legs. There were 24 legs in the barnyard. How many sheep were in the barnyard? Use ? to represent the number of sheep in the barnyard.
      \nAnswer:
      \nNumber of sheep in the barnyard = 6.<\/p>\n

      Explanation:
      \nNumber of legs each sheep has = 4.
      \nTotal number of legs in the barnyard = 24.
      \nNumber of sheep in the barnyard = ??
      \n=> Total number of legs in the barnyard\u00a0 \u00f7 Number of legs each sheep has
      \n=> 24 \u00f7 4
      \n=> 6.<\/p>\n

       <\/p>\n

      Question 12.
      \nA football team scored 48 points. The team only scored on touchdowns, worth 6 points each. How many touchdowns did the team score? Use ? to represent the number of touchdowns.
      \nAnswer:
      \nNumber of touchdowns the team scored = 8.<\/p>\n

      Explanation:
      \nNumber of points football team scored = 48.
      \nNumber of points team scored on touchdowns each = 6.
      \nNumber of touchdowns the team scored = ??
      \n=> Number of points football team scored \u00f7 Number of points team scored on touchdowns each
      \n=> 48 \u00f7 6
      \n=> 8.<\/p>\n

       <\/p>\n

      Question 13.
      \nThere were 6 ladybugs on a leaf. Each ladybug had the same number of spots. There were 36 spots. How many spots were on each ladybug? Use ? to represent the number of spots on each ladybug.
      \nAnswer:
      \nNumber of spots on each ladybug = 6.<\/p>\n

      Explanation:
      \nNumber of ladybugs on a leaf = 6.
      \nEach ladybug had the same number of spots.
      \nTotal number of spots = 36.
      \nNumber of spots on each ladybug =??
      \n=> Total number of spots \u00f7 Number of ladybugs on a leaf
      \n=> 36 \u00f7 6
      \n=> 6.<\/p>\n

       <\/p>\n

       <\/p>\n

      Problem Solving
      \n<\/strong>Question 14.
      \nA baker is decorating 5 cakes. He uses 9 chocolate flowers to decorate each cake. How many flowers will he need to decorate all the cakes? Write an equation to represent the problem, using ? to represent the missing information. Then solve your equation.
      \n\"Envision
      \nAnswer:
      \nNumber of flowers he needs to decorate all the cakes = 45.<\/p>\n

      Explanation:
      \nNumber of cakes baker decorating = 5.
      \nNumber of chocolate flowers\u00a0 he uses to decorate each cake = 9.
      \nNumber of flowers he needs to decorate all the cakes = ??
      \n=> Number of cakes baker decorating \u00d7 Number of chocolate flowers\u00a0 he uses to decorate each cake
      \n=> 5 \u00d7 9
      \n=> 45.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

      Question 15.
      \nBe Precise<\/strong> Hal asked 20 people to name their favorite sport. The tally chart shows how many people answered baseball and swimming. All the other people he asked said their favorite sport was football. Complete the tally chart to show how many people chose football.
      \n\"Envision
      \nAnswer:
      \nNumber of people choose Football as their favorite sport = 8.<\/p>\n

      Explanation:
      \nTotal number of people Hal asked to name their favorite sport = 20.
      \nNumber of people choose Baseball as their favorite sport = 3.
      \nNumber of people choose Swimming as their favorite sport = 5 + 4 = 9.
      \nNumber of people choose Football as their favorite sport = ??
      \n=> Total number of people Hal asked to name their favorite sport – ( Number of people choose Baseball as their favorite sport + Number of people choose Swimming as their favorite sport )
      \n=> 20 – ( 3 + 9 )
      \n=> 20 – 12
      \n=> 8.
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 16.
      \nHigher Order Thinking<\/strong> A building has more than 2 stories but fewer than 10 stories. Each story of the building has the same number of windows. The building has 25 windows. Complete the sentence. Then explain how you found your answer.
      \nThe building has each story has ________stories, and each story has ______ windows.
      \nAnswer:
      \nThe building has each story has ___25_____stories, and each story has ___25___ windows.<\/p>\n

      Explanation:
      \nA building has more than 2 stories but fewer than 10 stories.
      \nNumber of windows building has = 25.
      \nEach story of the building has the same number of windows.
      \n=> Number of stories each building has = 25.<\/p>\n

       <\/p>\n

       <\/p>\n

      Question 17.
      \nRosi and Karen are trying to solve 4= ? \u00f7 8. Rosi says the value of the unknown is 32. Karen says the value of the unknown is 2. Is Rosi or Karen correct? Explain.
      \nAnswer:
      \nRosi is correct because 32 \u00f7 8 = 4 not 2 \u00f7 8 = 4.<\/p>\n

      Explanation:
      \nEquation:
      \n4 = ? \u00f7 8.
      \n=> 4 = 32 \u00f7 8.<\/p>\n

       <\/p>\n

      Assessment Practice
      \n<\/strong>Question 18.
      \nWhat is the value of the unknown in the equation 30 \u00f7 ? = 6?
      \nA. 4
      \nB. 5
      \nC. 6
      \nD. 7
      \nAnswer:
      \n30 \u00f7 5 = 6.
      \nC. 6<\/p>\n

      Explanation:
      \nEquation :
      \n30 \u00f7 ? = 6
      \n=> 30 \u00f7 5 = 6.<\/p>\n

       <\/p>\n

      Question 19.
      \nWhat is the value of the unknown in the equation 8 \u00d7 ? = 64?
      \nA. 5
      \nB. 6
      \nC. 7
      \nD. 8
      \nAnswer:
      \n8 \u00d7 8 = 64.
      \nD. 8<\/p>\n

      Explanation:
      \nEquation:
      \n8 \u00d7 ? = 64
      \n8 \u00d7 8 = 64.<\/p>\n

       <\/p>\n

       <\/p>\n

      Lesson 4.9 Problem Solving<\/h3>\n

      Make Sense and Persevere<\/strong>
      \nSolve & Share<\/strong>
      \nNatalie prepared a crate of oranges for shipment. She packed the oranges in 2 layers. In each layer, she packed 6 rows with 7 oranges in each row. How many oranges did Natalie pack? Use equations to represent your work.
      \nI can… make sense of problems and keep working if I get stuck.<\/p>\n

      Thinking Habits
      \nBe a good thinker! These questions can help you.<\/p>\n

        \n
      • What do I need to find?<\/li>\n
      • What do I know?<\/li>\n
      • What’s my plan for solving the problem?<\/li>\n
      • What else can I try if get stuck?<\/li>\n
      • How can I check that my solution makes sense?
        \n\"Envision<\/li>\n<\/ul>\n

        Look Back! Make Sense and Persevere How did you find how many oranges Natalie packed in each layer? How did this plan help you solve the problem?
        \nAnswer:
        \nTotal number of oranges Natalie packed = 84. This plan helped to solve the problem by step by step process and its easy to understand.<\/p>\n

        Explanation:
        \nNatalie prepared a crate of oranges for shipment. She packed the oranges in 2 layers. In each layer, she packed 6 rows with 7 oranges in each row. How many oranges did Natalie pack?
        \nNumber of layers of oranges she packed = 2.
        \nNumber of rows of oranges she packed = 6.
        \nNumber of oranges in each row she kept = 7.
        \nTotal number of oranges Natalie packed = ??
        \n=> Number of layers of oranges she packed ( Number of rows of oranges she packed \u00d7 Number of oranges in each row she kept )
        \n=> 2 ( 6 \u00d7 7)
        \n=> 2 \u00d7 42
        \n=> 84.<\/p>\n

         <\/p>\n

        Essential Question<\/strong>
        \nHow Can You Make Sense of a Problem and Persevere in Solving It?
        \nAnswer:
        \nAccording to the\u00a0 Common Core State Standards, mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. You should understand the problem step by step then should try to find out the solve the problem.<\/p>\n

        Explanation:
        \nAccording to the\u00a0 Common Core State Standards, mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.<\/p>\n

         <\/p>\n

         <\/p>\n

        Visual Learning Bridge<\/strong>
        \nA store has boxes of video games for sale. In each box, the video games are in 2 rows with 3 video games in each row. Each video game costs the same amount. What is the cost of each video game?
        \nTo persevere you can check your strategy and your work.
        \n\"Envision
        \nWhat do I need to do?
        \nI need to make sense of the problem before I can solve it. If I get stuck, I need to persevere until I find the cost of each video game.<\/p>\n

        How can I make sense of and solve this problem?
        \nI can<\/p>\n

          \n
        • identify what is known from the problem.<\/li>\n
        • look for and answer hidden questions in the problem.<\/li>\n
        • make a plan to solve the problem.<\/li>\n
        • check to make sure my work and answer make sense.<\/li>\n<\/ul>\n

          Here’s my thinking…<\/p>\n

          I know a box costs $54.
          \nThere are 2 rows of 3 games in a box.
          \nFirst, I need to find the total number of games in a box.
          \nI will multiply the number of rows by the number of games in each row.
          \n2 \u00d7 3 = 6
          \n6 games are in a box.
          \nThen I will divide the cost of a box by the total number of games to find the cost of each game.
          \n$54 \u00f7 6 = $
          \n9 Each game costs $9.<\/p>\n

           <\/p>\n

          Convince Me! Make Sense and Persevere How can you check to make sure the work and answer given above make sense?
          \nAnswer:
          \nCHECK:
          \nCost of video game box = Total number of video games in a box \u00d7 Cost of each game
          \n= 6 \u00d7 $9
          \n= $54.<\/p>\n

          Explanation:
          \nNumber of rows of video games = 2.
          \nNumber of video games in each row = 3.
          \nCost of video game box= $54.
          \nTotal number of video games in a box = Number of rows of video games \u00d7 Number of video games in each row
          \n= 2 \u00d7 3
          \n= 6.
          \nCost of each game = Cost of video game box \u00f7 Total number of video games in a box
          \n= $54 \u00f7 6
          \n= $9.<\/p>\n

           <\/p>\n

           <\/p>\n

          Guided Practice
          \n<\/strong>Make Sense and Persevere<\/strong> Twelve friends went camping. All except 4 of them went on a hike. The hikers carried 32 water bottles. Each hiker carried the same number of water bottles. How many water bottles did each hiker carry?
          \n\"Envision
          \nQuestion 1.
          \nTell what you know. Then explain what you can persevere. Think: need to find first to solve the problem. Does the strategy I am sing make sense?
          \nAnswer:
          \nNumber of water bottles each hiker carried = 4. Yes, the strategy makes sense which you are singing.<\/p>\n

          Explanation:
          \nNumber of friends went camping = 12.
          \nAll except 4 of them went on a hike.
          \n=> Number of friends went on a hike = 12 – 4 = 8.
          \nNumber of water bottles the hikers carried = 32.
          \nNumber of water bottles each hiker carried = Number of water bottles the hikers carried\u00a0 \u00f7 Number of friends went on a hike
          \n= 32 \u00f7 8
          \n= 4.<\/p>\n

           <\/p>\n

          Question 2.
          \nTell which operations you will use. Then solve the problem.
          \nAnswer:
          \nMultiplication and Division are the operations used and solved the problem.<\/p>\n

          Explanation:
          \nThe operations used re multiplication and division to solve the problem.<\/p>\n

           <\/p>\n

           <\/p>\n

          Independent Practice
          \n<\/strong>Make Sense and Persevere Four students went bowling. They bowled 2 games each. The cost was $5 per game. How much money did the students spend on bowling? Explain.
          \nQuestion 3.
          \nTell what you know. Then explain what you need to find first to solve the problem.
          \nAnswer:
          \nAmount of money the students spend on bowling = $40.<\/p>\n

          Explanation:
          \nNumber of students went for bowling = 4.
          \nNumber of games they bowled each = 2.
          \nCost of each game = $5.
          \nAmount of money the students spend on bowling = ( Number of students went for bowling \u00d7 Number of games they bowled each ) Cost of each game
          \n= (4 \u00d7 2) \u00d7 $5
          \n= 8 \u00d7 $5
          \n= $40.<\/p>\n

           <\/p>\n

          Question 4.
          \nTell which operations you will use. Then solve the problem.<\/p>\n

          Answer:
          \nMultiplication and Division are the operations used and solved the problem.<\/p>\n

          Explanation:
          \nThe operations used re multiplication and division to solve the problem.<\/p>\n

           <\/p>\n

          Question 5.
          \nHow can you check that your work is correct?
          \nAnswer:
          \nCHECK:
          \nNumber of students went for bowling \u00d7 Number of games they bowled each = Amount of money the students spend on bowling \u00f7 Cost of each game
          \n=> 4 \u00d7 2 =\u00a0 $40 \u00f7 $5
          \n= 8.<\/p>\n

          Explanation:
          \nCHECK:
          \nNumber of students went for bowling \u00d7 Number of games they bowled each = Amount of money the students spend on bowling \u00f7 Cost of each game
          \n=> 4 \u00d7 2 =\u00a0 $40 \u00f7 $5
          \n= 8.<\/p>\n

           <\/p>\n

           <\/p>\n

          Problem Solving
          \n<\/strong>Performance Task<\/strong>
          \nCounty Fair<\/strong>
          \nCounty Fair The table shows costs at the county fair. Mr. Casey spent $24 on admission tickets for himself and the children in his group. How many children are in his group? Answer Exercises 6-9 to solve the problem.
          \n\"Envision<\/p>\n

          Question 6.
          \nMake Sense and Persevere What do you know? What are you asked to find?
          \nAnswer:
          \nNumber of children in his group = 4.<\/p>\n

          Explanation:
          \nAmount spent on admission tickets for himself and the children in his group = $24.
          \nAmount for admission ticket for adult = $8.
          \nAmount for admission ticket for child = $4.
          \nAmount for boat ride ticket for adult = $2.
          \nAmount for boat ride ticket for child = $1.
          \nNumber of children in his group = (Amount spent on admission tickets for himself and the children in his group – Amount for admission ticket for adult) \u00f7 Amount for admission ticket for child
          \n= ($24 – $8) \u00f7 $4.
          \n= $16 \u00f7 $4.
          \n= 4.<\/p>\n

           <\/p>\n

          Question 7.
          \nBe Precise<\/strong> Why is it important to know which kind of tickets Mr. Casey bought?
          \n\"Envision
          \nAnswer:
          \nIt is important to know which kind of tickets Mr. Casey bought because he needs to go country fair.<\/p>\n

          Explanation:
          \nMr. Casey buys the tickets to go country fair he needs to know which kind of tickets he purchased.<\/p>\n

           <\/p>\n

          Question 8.
          \nCritique Reasoning<\/strong> Dan says there are 6 children in Mr. Casey’s group because $24 \u00f7 $4 = 6. Does Dan’s reasoning make sense? Explain.
          \nAnswer:
          \nYes, Dan does not make sense because $24 \u00f7 $4 = 6 because total amount spent divided by amount for admission ticket for child.<\/p>\n

          Explanation:
          \nDan equation is correct because total amount spent divided by amount for admission ticket for child.<\/p>\n

           <\/p>\n

          Question 9.
          \nReasoning<\/strong> Solve the problem. Write an equation for each step and explain.
          \nAnswer:
          \nNumber of children took the admission tickets = 6.<\/p>\n

          Explanation:
          \nAmount spent on admission tickets for himself and the children in his group = $24.
          \nAmount for admission ticket for adult = $8.
          \nAmount for admission ticket for child = $4.
          \nAmount for boat ride ticket for adult = $2.
          \nAmount for boat ride ticket for child = $1.
          \nNumber of children in his group = 4.
          \nNumber of children took the admission tickets = Amount spent on admission tickets for himself and the children in his group \u00f7 Amount for admission ticket for child
          \n= $24 \u00f7 $4.
          \n= 6.<\/p>\n

           <\/p>\n

          Topic 7 Fluency Review Activity<\/h3>\n

          Find a Match<\/strong>
          \nWork with a partner. Point to a clue. Read the clue.
          \nLook below the clues to find a match. Write the clue letter in the box next to the match.
          \nFind a match for every clue.
          \nI can … add and subtract within 100. man<\/p>\n

          Clues
          \nA. is equal to 59 + 19
          \nB. is equal to 13 – 6
          \nC. is equal to 48 + 38
          \nD. is equal to 57 \u2013 18
          \nE. Is equal to 72 \u2013 24
          \nF. is equal to 35 + 15
          \nG. is equal to 100 \u2013 19
          \nH. is equal to 65 + 33
          \nI. Is equal to 39 \u2013 17
          \nJ. is equal to 29 +44
          \nK. is equal to 56 \u2013 47
          \nL. is equal to 16 + 35
          \n\"Envision<\/p>\n

          Answer:
          \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

          Explanation:
          \n73 – 64 = 9.
          \n37 + 14 = 51.
          \n47 + 39 = 86.
          \n48 + 25 = 73.
          \n24 + 26 = 50.
          \n56 – 8 = 48.
          \n92 – 11 = 81.
          \n65 – 43 = 22.
          \n19 – 12 = 7.
          \n52 + 26 = 78.
          \n72 + 26 = 98.
          \n66 – 27 = 39.<\/p>\n

          A. is equal to 59 + 19 = 78.
          \nB. is equal to 13 – 6 = 7.
          \nC. is equal to 48 + 38 = 86.
          \nD. is equal to 57 \u2013 18 = 39.
          \nE. Is equal to 72 \u2013 24 = 48.
          \nF. is equal to 35 + 15 = 50.
          \nG. is equal to 100 \u2013 19 = 81.
          \nH. is equal to 65 + 33 = 98.
          \nI. Is equal to 39 \u2013 17 = 22.
          \nJ. is equal to 29 +44 = 73.
          \nK. is equal to 56 \u2013 47 = 9.
          \nL. is equal to 16 + 35 = 51.<\/p>\n

           <\/p>\n

           <\/p>\n

          Topic 4 Vocabulary Review
          \nUnderstand Vocabulary
          \nWord List<\/h3>\n
            \n
          • dividend<\/li>\n
          • divisor<\/li>\n
          • even number<\/li>\n
          • fact family<\/li>\n
          • odd number product<\/li>\n
          • quotient<\/li>\n<\/ul>\n

            Question 1.
            \nCircle the divisor in each equation.
            \n30 \u00f7 6 = 5
            \n24 \u00f7 3 = 8
            \n14 \u00f7 2=7
            \n45 \u00f7 5 = 9
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \n30 \u00f7 6 = 5.\u00a0 \u00a0Divisor – 6.
            \n24 \u00f7 3 = 8.\u00a0 \u00a0 \u00a0 Divisor – 3.
            \n14 \u00f7 2 =7.\u00a0 \u00a0 Divisor – 2.
            \n45 \u00f7 5 = 9.\u00a0 \u00a0 Divisor – 5.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 2.
            \nCircle the dividend in each equation.
            \n63 \u00f7 7 = 9
            \n4 \u00f7 1 = 4
            \n0 \u00f7 5 = 0
            \n8 \u00f7 4 = 2
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \n63 \u00f7 7 = 9.\u00a0 \u00a0 Dividend – 63.
            \n4 \u00f7 1 = 4.\u00a0 \u00a0 \u00a0 Dividend –\u00a0 4.
            \n0 \u00f7 5 = 0.\u00a0 \u00a0\u00a0 Dividend – 0.
            \n8 \u00f7 4 = 2.\u00a0 \u00a0 Dividend –\u00a0 8.<\/p>\n

             <\/p>\n

            Question 3.
            \nCircle the quotient in each equation.
            \n21 \u00f7 3 = 7
            \n54 \u00f7 9 = 6
            \n15 \u00f7 5 = 3
            \n16 \u00f7 8 = 2
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \n21 \u00f7 3 = 7.\u00a0 \u00a0 \u00a0 quotient – 7.
            \n54 \u00f7 9 = 6.\u00a0 \u00a0 \u00a0 quotient – 54.
            \n15 \u00f7 5 = 3.\u00a0 \u00a0 quotient – 15.
            \n16 \u00f7 8 = 2.\u00a0 \u00a0 quotient – 16.<\/p>\n

             <\/p>\n

            Question 4.
            \nCircle the even numbers.
            \n24
            \n19
            \n45
            \n68
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \n24 and 68 are even numbers.<\/p>\n

            Question 5.
            \nCircle the odd numbers.
            \n21
            \n36
            \n13
            \n47
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \n21, 13, 47 are odd numbers.<\/p>\n

             <\/p>\n

            Question 6.
            \nLook at the equations below. Write Y if the product is 6. Write N if the product is NOT 6.
            \n4 \u00d7 6 = 24 _______
            \n2 \u00d7 3 = 6 _______
            \n6 = 3 \u00d7 2 ________
            \nAnswer:
            \n4 \u00d7 6 = 24 ___N____.
            \n2 \u00d7 3 = 6 ____Y___.
            \n6 = 3 \u00d7 2 ____Y____.<\/p>\n

            Explanation:
            \n4 \u00d7 6 = 24.\u00a0 \u00a0N
            \n2 \u00d7 3 = 6.\u00a0 \u00a0 \u00a0Y
            \n6 = 3 \u00d7 2.\u00a0 \u00a0 \u00a0Y<\/p>\n

             <\/p>\n

            Question 7.
            \nLook at the equations below. Write Y if the group shows a fact family. Write N if the group does NOT show a fact family.
            \n3 \u00d7 9 = 27 _______
            \n27 \u00f7 9 = 3
            \n9 \u00d7 3 = 27
            \n27 \u00f7 3 = 9<\/p>\n

            12 \u00f7 6 = 2 ________
            \n2 \u00d7 6 = 12
            \n12 \u00f7 3 = 4
            \n6 \u00d7 2 = 12<\/p>\n

            56 \u00f7 8 = 7 _________
            \n56 \u00f7 7 = 8
            \n8 \u00d7 7 = 56
            \n7 \u00d7 8 = 56
            \nAnswer:<\/p>\n

            3 \u00d7 9 = 27 ___Y____
            \n27 \u00f7 9 = 3
            \n9 \u00d7 3 = 27
            \n27 \u00f7 3 = 9<\/p>\n

            12 \u00f7 6 = 2 ___N_____
            \n2 \u00d7 6 = 12
            \n12 \u00f7 3 = 4
            \n6 \u00d7 2 = 12<\/p>\n

            56 \u00f7 8 = 7 _____Y____
            \n56 \u00f7 7 = 8
            \n8 \u00d7 7 = 56
            \n7 \u00d7 8 = 56<\/p>\n

            Explanation:<\/p>\n

            3 \u00d7 9 = 27\u00a0 \u00a0 \u00a0 \u00a0Y
            \n27 \u00f7 9 = 3
            \n9 \u00d7 3 = 27
            \n27 \u00f7 3 = 9<\/p>\n

            12 \u00f7 6 = 2\u00a0 \u00a0 \u00a0 \u00a0 \u00a0N
            \n2 \u00d7 6 = 12
            \n12 \u00f7 3 = 4
            \n6 \u00d7 2 = 12<\/p>\n

            56 \u00f7 8 = 7\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Y
            \n56 \u00f7 7 = 8
            \n8 \u00d7 7 = 56
            \n7 \u00d7 8 = 56<\/p>\n

             <\/p>\n

             <\/p>\n

            Use Vocabulary in Writing<\/strong>
            \nQuestion 8.
            \nExplain how to find the fact family for 2, 4, and 8. Use at least 2 terms from the Word List in your explanation.
            \nAnswer:
            \n2, 4, 8.
            \n2 \u00d7 4 = 8.
            \n4 \u00d7 2 = 8.
            \n8 \u00f7 2 = 4.
            \n8 \u00f7 4 = 2.<\/p>\n

            Explanation:
            \nIn math, a fact family can be defined as a group of math facts or equations created using the same set of numbers. The fact family shows the relationships between the three numbers involved.
            \n2, 4, 8.
            \n2 \u00d7 4 = 8.
            \n4 \u00d7 2 = 8.
            \n8 \u00f7 2 = 4.
            \n8 \u00f7 4 = 2.<\/p>\n

             <\/p>\n

            Topic 4 Reteaching
            \nSet A pages 117-120<\/strong><\/h3>\n

            Monica has 24 chairs to arrange equally in 3 rows. You can use an array to find the number of chairs in each row.
            \n\"Envision
            \nThis array shows the relationship between multiplication and division.
            \n3 rows of 8
            \n3 \u00d7 8 = 24
            \n24 in 3 equal rows
            \n24 \u00f7 3= 8
            \nA fact family shows how multiplication and division are related.
            \nFact family for 3, 8, and 24:
            \n3 \u00d7 8= 24
            \n8 \u00d7 3 = 24
            \n24 \u00f7 8 = 3
            \n24 \u00f7 8 = 3<\/p>\n

            Remember<\/strong> that a fact family is a group of related facts using the same numbers.<\/p>\n

            In 1-4, write the other three facts in the fact family
            \nQuestion 1.
            \n3 \u00d7 7 = 21
            \nAnswer:
            \n3 \u00d7 7 = 21.
            \n7 \u00d7 3 = 21.
            \n21 \u00f7 7 = 3.
            \n21 \u00f7 3 = 7.<\/p>\n

            Explanation:
            \nOther three facts in the fact family of 3 \u00d7 7 = 21:
            \n7 \u00d7 3 = 21.
            \n21 \u00f7 7 = 3.
            \n21 \u00f7 3 = 7.<\/p>\n

             <\/p>\n

            Question 2.
            \n5 \u00d7 3 = 15
            \nAnswer:
            \n3 \u00d7 5 = 15.
            \n15 \u00f7 5 = 3.
            \n15 \u00f7 3 = 5.<\/p>\n

            Explanation:
            \nOther three facts in the fact family of 5 \u00d7 3 = 15:
            \n3 \u00d7 5 = 15.
            \n15 \u00f7 5 = 3.
            \n15 \u00f7 3 = 5.<\/p>\n

             <\/p>\n

            Question 3.
            \n8 \u00d7 6 = 48
            \nAnswer:
            \n6 \u00d7 8 = 48.
            \n48 \u00f7 8 = 6.
            \n48 \u00f7 6 = 8.<\/p>\n

            Explanation:
            \nOther three facts in the fact family of 8 \u00d7 6 = 48:
            \n6 \u00d7 8 = 48.
            \n48 \u00f7 8 = 6.
            \n48 \u00f7 6 = 8.<\/p>\n

             <\/p>\n

            Question 4.
            \n4 \u00d7 5 = 20
            \nAnswer:
            \n5 \u00d7 4 = 20.
            \n20 \u00f7 5 = 4.
            \n20 \u00f7 4 = 5.<\/p>\n

            Explanation:
            \nOther three facts in the fact family of 4 \u00d7 5 = 20:
            \n5 \u00d7 4 = 20.
            \n20 \u00f7 5 = 4.
            \n20 \u00f7 4 = 5.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Set B pages 121-124
            \n<\/strong>You can use multiplication to solve division problems.
            \nHector has 24 oranges. He puts 4 oranges in each basket. How many baskets does Hector need for all the oranges?
            \n\"Envision
            \nWhat number times 4 is 24?
            \n6 \u00d7 4 = 24
            \n24 \u00f7 4 = 6
            \nHector needs 6 baskets.<\/p>\n

            Remember<\/strong> that you can use multiplication to help divide.
            \nIn 1 and 2, solve each problem. Write the multiplication fact and division fact you use to solve the problem.
            \nQuestion 1.
            \nSally has 32 flowers. She puts 8 flowers in each vase. How many vases does Sally need for all the flowers?
            \nAnswer:
            \nNumber of vases Sally needs for all the flowers = 4.
            \nDivision fact:
            \n32 \u00f7 8 = 4.
            \n32 \u00f7 4 = 8.<\/p>\n

            Explanation:
            \nNumber of flowers Sally has = 32.
            \nNumber of flowers she puts in each vase = 8.
            \nNumber of vases Sally needs for all the flowers = Number of flowers Sally has \u00f7 Number of flowers she puts in each vase
            \n= 32 \u00f7 8
            \n= 4.
            \nDivision fact:
            \n32 \u00f7 8 = 4.
            \n32 \u00f7 4 = 8.<\/p>\n

             <\/p>\n

            Question 2.
            \nJon has 18 peaches. He uses 3 peaches to make a peach tart. How many peach tarts does Jon make if he uses all the peaches?
            \nAnswer:
            \nNumber of peach tarts Jon makes if he uses all the peaches = 6.
            \nDivision fact:
            \n18 \u00f7 3 = 6.
            \n18 \u00f7 6 = 3.<\/p>\n

            Explanation:
            \nNumber of peaches Jon has = 18.
            \nNumber of peaches he uses to make a peach tart = 3.
            \nNumber of peach tarts Jon makes if he uses all the peaches = Number of peaches Jon has \u00f7 Number of peaches he uses to make a peach tart
            \n= 18 \u00f7 3
            \n= 6.
            \nDivision fact:
            \n18 \u00f7 3 = 6.
            \n18 \u00f7 6 = 3.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set C pages 125-128
            \n<\/strong>Brent is putting 42 books on shelves. He puts 6 books on each shelf. How many shelves will Brent need?
            \n\"Envision
            \nWhat number times 6 is 42?
            \n7 \u00d7 6 = 42
            \n42 \u00f7 6 = 7
            \nBrent will need 7 shelves.
            \nHow many shelves would Brent need if he put 7 books on each shelf?
            \nWhat number times 7 is 42?
            \n6 \u00d7 7 = 42
            \n42 \u00f7 7 = 6
            \nBrent would need 6 shelves.<\/p>\n

            Remember<\/strong> that you can use multiplication facts for 6s and 7s to help you divide by 6s and 7s.<\/p>\n

            In 1-3, solve each problem. Write the multiplication fact and division fact you use to solve the problem.
            \nQuestion 1.
            \nThere are 36 runners entered in a marathon. They run in groups of 6. How many groups are there?
            \nAnswer:
            \nNumber of groups = 6.
            \nDivision fact:
            \n36 \u00f7 6 = 6.<\/p>\n

            Explanation:
            \nNumber of runners entered in a marathon = 36.
            \nNumber of runners run in groups = 6.
            \nNumber of groups = Number of runners entered in a marathon \u00f7 Number of runners run in groups
            \n= 36 \u00f7 6
            \n= 6.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 2.
            \nLani has 35 bird stickers. There are 5 stickers on each sheet. How many sheets of bird stickers does she have?
            \nAnswer:
            \nNumber of sheets of bird stickers she has = 7.
            \nDivision fact:
            \n35\u00f7 7 = 5.<\/p>\n

            Explanation:
            \nNumber of bird stickers Lani has = 35.
            \nNumber of stickers on each sheet = 5.
            \nNumber of sheets of bird stickers she has = Number of bird stickers Lani has \u00f7 Number of stickers on each sheet
            \n= 35 \u00f7 5
            \n= 7.
            \nDivision fact:
            \n35\u00f7 7 = 5.<\/p>\n

             <\/p>\n

            Question 3.
            \nJake has 18 remote-controlled boats for 6 friends to share equally. How many boats will each friend get?
            \nAnswer:
            \nNumber of boats each friend gets = 3.
            \nDivision fact:
            \n18\u00f7 3 = 6.<\/p>\n

            Explanation:
            \nNumber of remote-controlled boats Jake has =18.
            \nNumber of friends he shares them equally = 6.
            \nNumber of boats each friend gets = Number of remote-controlled boats Jake has \u00f7 Number of friends he shares them equally
            \n= 18 \u00f7 6
            \n= 3.
            \nDivision fact:
            \n18\u00f7 3 = 6.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set D pages 129-132
            \n<\/strong>Lu made 9 bracelets. He used 72 beads. He used the same number of beads for each bracelet. How many beads did Lu use for each bracelet?
            \n\"Envision
            \n9 times what number is 72?
            \n9 \u00d7 8 = 72
            \n72 \u00f7 9 = 8
            \nLu used 8 beads for each bracelet.<\/p>\n

            Remember<\/strong> that you can use multiplication facts for 8s and 9s to help divide by 8s and 9s.<\/p>\n

            In 1-5, write the related multiplication fact that can be used to complete each division fact. Then find the quotient.
            \nQuestion 1.
            \n54 \u00f7 9 = ______ _____ \u00d7 ______ = _______
            \nAnswer:
            \n54 \u00f7 9 = __6____ __9___ \u00d7 __6____ = ___54____.<\/p>\n

            Explanation:
            \n54 \u00f7 9 = 6.
            \n9 \u00d7 6 = 54.<\/p>\n

             <\/p>\n

            Question 2.
            \n64 \u00f7 8 = ______ _____ \u00d7 ______ = _______
            \nAnswer:
            \n64 \u00f7 8 = __8____ __8___ \u00d7 ___8___ = __64_____.<\/p>\n

            Explanation:
            \n64 \u00f7 8 = 8.
            \n8 \u00d7 8 = 64.<\/p>\n

             <\/p>\n

            Question 3.
            \n36 \u00f7 9 = ______ _____ \u00d7 ______ = _______
            \nAnswer:
            \n36 \u00f7 9 = __4____ __9___ \u00d7 ___4___ = __36_____.<\/p>\n

            Explanation:
            \n36 \u00f7 9 = 4.
            \n9 \u00d7 4 = 36.<\/p>\n

             <\/p>\n

            Question 4.
            \n56 \u00f7 8 = ______ _____ \u00d7 ______ = _______
            \nAnswer:
            \n56 \u00f7 8 = __7____ __8___ \u00d7 ___7___ = ___56____.<\/p>\n

            Explanation:
            \n56 \u00f7 8 = 7.
            \n8 \u00d7 7 = 56.<\/p>\n

             <\/p>\n

            Question 5.
            \n72 \u00f7 8 = ______ _____ \u00d7 ______ = _______
            \nAnswer:
            \n72 \u00f7 8 = ___9___ __8__ \u00d7 ___9___ = __72_____.<\/p>\n

            Explanation:
            \n72 \u00f7 8 = 9.
            \n8 \u00d7 9 = 72.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Set E pages 133-136
            \n<\/strong>A whole number is even if it can be divided by 2 with none left over.
            \nA whole number is odd if it cannot be divided by 2 with none left over.
            \nWhich product is even? Which is odd?
            \n3 \u00d7 7 = odd product
            \n5 \u00d7 8 = even product
            \nAll even numbers can be thought of as 2 equal groups.
            \nWhen at least one factor is even, the product is even.<\/p>\n

            Remember<\/strong> that you can think about dividing by 2 to tell whether a number is even or odd.<\/p>\n

            In 1-3, circle the factors that can be divided by 2. Then circle even or odd to describe the product.
            \nQuestion 1.
            \n6 \u00d7 4 = ?
            \neven
            \nodd
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \nEven factors:
            \n6 and 4 both.
            \nProduct 6 \u00d7 4 = 24 is also even number.<\/p>\n

             <\/p>\n

            Question 2.
            \n9 \u00d7 1 = ?
            \neven
            \nodd
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \nOdd factors:
            \n9 and 1 both.
            \nProduct 9 \u00d7 1 = 9 is also odd number.<\/p>\n

             <\/p>\n

            Question 3.
            \n8 \u00d7 7 = ?
            \neven
            \nodd
            \nAnswer:
            \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

            Explanation:
            \nEven factors:
            \n8 is even number.
            \nProduct 8 \u00d7 7 =\u00a0 56 is even number.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set F pages 137-140
            \n<\/strong>Find 5 \u00f7 1. Five plants are divided into groups of 1.
            \n\"Envision
            \nWhat number times 1 is 5?
            \n5 \u00d7 1 = 5
            \nSo, 5 \u00f7 1 = 5.
            \nFind 0 \u00f7 8.
            \n8 \u00d7 0 = 0
            \nSo, 0 \u00f7 8 = 0.<\/p>\n

            Remember<\/strong> that any number divided by 1 is itself. Any number (except 0) divided by itself is 1. Zero divided by any number (except 0) is 0.<\/p>\n

            In 1-3, use division to solve.
            \nQuestion 1.
            \n0 \u00f7 16 = ______
            \nAnswer:
            \n0 \u00f7 16 = __0____.<\/p>\n

            Explanation:
            \n0 \u00f7 16 = 0.<\/p>\n

             <\/p>\n

            Question 2.
            \n10 \u00f7 10 = _______
            \nAnswer:
            \n10 \u00f7 10 = ___1____.<\/p>\n

            Explanation:
            \n10 \u00f7 10 = 1.<\/p>\n

             <\/p>\n

            Question 3.
            \nLeroy had 4 oranges. He gave one orange to each of his 4 friends. How many oranges did each friend get? Write an equation to show your answer.
            \nAnswer:
            \nNumber of oranges each friend gets = 1.<\/p>\n

            Explanation:
            \nNumber of oranges Leroy had = 4.
            \nNumber of friends he gave one orange each = 4.
            \nNumber of oranges each friend gets = Number of oranges Leroy had\u00a0 \u00f7 Number of friends he gave one orange each
            \n= 4 \u00f7 4
            \n= 1.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set G pages 141-144
            \n<\/strong>How many groups of 4 are in 24?
            \n\"Envision
            \nYou can use multiplication facts.
            \n? \u00d7 4 = 24
            \n6 \u00d7 4 = 24
            \nThere are 6 groups of 4 in 24.<\/p>\n

            Remember<\/strong> that you can use bar diagrams or multiplication facts to help solve a division problem.<\/p>\n

            In 1 and 2, use related multiplication and division facts to solve.
            \nQuestion 1.
            \n21 \u00f7 7 = _____
            \n7 \u00d7 ______ = 21
            \nAnswer:
            \n21 \u00f7 7 = _3___.
            \n7 \u00d7 __3____ = 21.<\/p>\n

            Explanation:
            \n21 \u00f7 7 = 3.
            \n7 \u00d7 3 = 21.<\/p>\n

             <\/p>\n

            Question 2.
            \n5 \u00d7 __ = 45
            \n45 \u00f7 5 = ______
            \nAnswer:
            \n5 \u00d7 __9__ = 45.
            \n45 \u00f7 5 = __9____.<\/p>\n

            Explanation:
            \n5 \u00d7 9 = 45
            \n45 \u00f7 5 = 9.<\/p>\n

             <\/p>\n

             <\/p>\n

            Set H pages 145-148
            \n<\/strong>Look at the equation 3 \u00d7 ? = 15.
            \n\"Envision
            \nRead the equation like this:
            \n“Multiply 3 by a number. The result is 15.” Then find the value of the unknown. Think of a fact that uses the numbers in the equation.
            \n3 \u00d7 5 = 15, so the unknown number is 5.<\/p>\n

            Remember<\/strong> that you can use multiplication and division facts to find the value of an unknown.<\/p>\n

            In 1-6, find the value of the unknown.
            \nQuestion 1.
            \n? \u00f7 2 = 6
            \nAnswer:
            \n12 \u00f7 2 = 6., so the unknown number is 12.<\/p>\n

            Explanation:
            \n“Divide by 2 number. The result is 6.”
            \n? \u00f7 2 = 6
            \n=> 12 \u00f7 2 = 6.<\/p>\n

             <\/p>\n

            Question 2.
            \n7 \u00d7 ? = 42
            \nAnswer:
            \n7 \u00d7 6 = 42., so the unknown number is 42.<\/p>\n

            Explanation:
            \n“Multiply 7 by a number. The result is 42.”
            \n7 \u00d7 ? = 42
            \n=> 7 \u00d7 6 = 42.<\/p>\n

             <\/p>\n

             <\/p>\n

            Question 3.
            \n20 = 4 \u00d7 ?
            \nAnswer:
            \n20 = 4 \u00d7 5., so the unknown number is 5.<\/p>\n

            Explanation:
            \n“Multiply 4 by a number. The result is 20.”
            \n20 = 4 \u00d7 ?
            \n=> 20 = 4 \u00d7 5.<\/p>\n

             <\/p>\n

            Question 4.
            \n9 = ? \u00f7 3
            \nAnswer:
            \n9 = 27 \u00f7 3., so the unknown number is 27.<\/p>\n

            Explanation:
            \n“Divide by 3 number. The result is 9.”
            \n9 = ? \u00f7 3
            \n=> 9 = 27 \u00f7 3.<\/p>\n

             <\/p>\n

            Question 5.
            \n16 \u00f7 ? = 2
            \nAnswer:
            \n16 \u00f7 8 = 2., so the unknown number is 8.<\/p>\n

            Explanation:
            \n“16 Divide by. The result is 2.”
            \n16 \u00f7 ? = 2
            \n=> 16 \u00f7 8 = 2.<\/p>\n

             <\/p>\n

            Question 6.
            \n24 \u00f7 ? = 6
            \nAnswer:
            \n24 \u00f7 4 = 6., so the unknown number is 4.<\/p>\n

            Explanation:
            \n“24 Divide by. The result is 6.”
            \n24 \u00f7 ? = 6
            \n=> 24 \u00f7 4 = 6.<\/p>\n

             <\/p>\n

             <\/p>\n

             <\/p>\n

            Set I pages 149-152
            \n<\/strong>Think about these questions to help you make sense of problems and persevere in solving them.
            \nThinking Habits<\/p>\n

              \n
            • What do I need to find?<\/li>\n
            • What do I know?<\/li>\n
            • What’s my plan for solving the problem?<\/li>\n
            • What else can I try if I get stuck?<\/li>\n
            • How can I check that my solution makes sense?
              \n\"Envision<\/li>\n<\/ul>\n

              Remember<\/strong> to use the information in each step to solve the problem.<\/p>\n

              In 1 and 2, answer to solve a two-step problem.
              \nFourteen friends went to the county fair. All except 6 of them bought a hot dog. Each hot dog costs $3. How much did the friends spend on hot dogs?<\/p>\n

              Question 1.
              \nTell what you know. Then explain what you need to find first to solve the problem.
              \nAnswer:
              \nNumber of friends went to the county fair = 14.
              \nAll except 6 of them bought a hot dog.
              \n=> Number of friends bought a hot dog = 14 – 6 = 8.
              \nEach hot dog costs $3.
              \n=> Cost of each hot dog = $3.
              \nWe need to find amount of money the friends spend on hot dogs = ??
              \nAmount of money the friends spend on hot dogs = $24.<\/p>\n

              Explanation:
              \nNumber of friends went to the county fair = 14.
              \nAll except 6 of them bought a hot dog.
              \n=> Number of friends bought a hot dog = 14 – 6 = 8.
              \nEach hot dog costs $3.
              \n=> Cost of each hot dog = $3.
              \nWe need to find amount of money the friends spend on hot dogs = ??
              \nAmount of money the friends spend on hot dogs = Number of friends bought a hot dog\u00a0 \u00d7 Cost of each hot dog
              \n= 8 \u00d7 $3
              \n= $24.<\/p>\n

               <\/p>\n

              Question 2.
              \nTell which operations you will use. Then solve the problem.
              \nAnswer:
              \nMultiplication and Division operations\u00a0 we use to solve the problem.<\/p>\n

              Explanation:
              \nThe operations used here are multiplication and division to solve the problem to find the answer.
              \nNumber of friends went to the county fair = 14.
              \nNumber of friends bought a hot dog = 14 – 6 = 8.
              \nCost of each hot dog = $3.
              \nAmount of money the friends spend on hot dogs = Number of friends bought a hot dog\u00a0 \u00d7 Cost of each hot dog
              \n= 8 \u00d7 $3
              \n= $24.<\/p>\n

               <\/p>\n

              Topic 4 Assessment Practice<\/h3>\n

              Question 1.
              \nA. Heather wrote a multiplication fact and a division fact for the array below. Select all of the equations that show a fact Heather could have written.
              \n\"Envision
              \n\u2610 5 \u00d7 9 = 45
              \n\u2610 5 \u00d7 5 = 25
              \n\u2610 45 \u00f7 5 = 9
              \n\u2610 10 \u00d7 5 = 50
              \n\u2610 50 \u00f7 5 = 10
              \nAnswer:
              \nHeather wrote a multiplication fact and a division fact for the array below:
              \n\u2610 5 \u00d7 9 = 45.
              \n\u2610 45 \u00f7 5 = 9.<\/p>\n

              Explanation:
              \nNumber of rows = 9.
              \nNumber of columns = 5.
              \nHeather wrote a multiplication fact and a division fact for the array below:
              \nMultiplication fact:
              \n9 \u00d7 5 = 45.
              \n5 \u00d7 9 = 45.
              \nDivision fact:
              \n45 \u00f7 9 = 5.
              \n45 \u00f7 5 = 9.<\/p>\n

               <\/p>\n

              B. Look at the multiplication fact you selected in Part A. Which of these is a way to rewrite the product in it?
              \n\u2610 (5 \u00d7 3) + (5 \u00d7 4)
              \n\u2610 (5 \u00d7 5) + (5 \u00d7 4)
              \n\u2610 (5 \u00d7 5) + (5 \u00d7 2)
              \n\u2610 5 \u00d7 5 \u00d7 4
              \nAnswer:
              \nMultiplication fact you selected in Part A:
              \n5 \u00d7 9 = (5 \u00d7 4) + (5 \u00d7 5) = 45.<\/p>\n

              Explanation:
              \nMultiplication fact you selected in Part A:
              \n5 \u00d7 9 = 45.
              \n= (5 \u00d7 4) + (5 \u00d7 5)
              \n= 20 + 25
              \n= 45.<\/p>\n

               <\/p>\n

              Question 2.
              \nColin wrote three equations. What number will make all of Colin’s equations true?
              \n14 = ? \u00d7 2
              \n56 \u00f7 8 = ?
              \n? \u00d7 ? = 49
              \nAnswer:
              \n7 number will make all of Colin’s equations true.<\/p>\n

              Explanation:
              \n14 = ? \u00d7 2
              \n=> 14 = 7 \u00d7 2.
              \n56 \u00f7 8 = ?
              \n=> 56 \u00f7 8 = 7.
              \n? \u00d7 ? = 49
              \n7 \u00d7 7 = 49.<\/p>\n

               <\/p>\n

              Question 3.
              \nIf a group of objects is divided into 2 equal groups, 1 object is left over. Is the total number of objects even or odd? What could the total number of objects be? Use a drawing to explain.
              \nAnswer:
              \nIf a group of objects is divided into 2 equal groups, 1 object is left over then the total number of objects going to be odd not even.<\/p>\n

              Explanation:
              \nIf a group of objects is divided into 2 equal groups, 1 object is left over then the total number of objects going to be odd not even.
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 4.
              \nMrs. Raspa wrote the expression 6 \u00d7 3 on the board. Which of the following expressions has the same value?
              \nA. (3 \u00d7 3) + (3 \u00d7 1)
              \nB. (6 \u00d7 2) + (6 \u00d7 1)
              \nC. (6 \u00d7 0) + (6 \u00d7 4)
              \nD. (4 \u00d7 3) + (5 \u00d7 3)
              \nAnswer:
              \nB. (6 \u00d7 2) + (6 \u00d7 1)\u00a0 has the same value of the expression 6 \u00d7 3.<\/p>\n

              Explanation:
              \nExpression 6 \u00d7 3 = 18.
              \nA. (3 \u00d7 3) + (3 \u00d7 1) = 9 + 3 = 12.
              \nB. (6 \u00d7 2) + (6 \u00d7 1) = 12 + 6 = 18.
              \nC. (6 \u00d7 0) + (6 \u00d7 4) = 0 + 24 = 24.
              \nD. (4 \u00d7 3) + (5 \u00d7 3) = 12 + 15 = 27.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 5.
              \nA. Mr. Vargas is buying used computer equipment. He buys 3 keyboards and 4 mice. He spends $42. If the items are all the same price, how much does each item cost?
              \nAnswer:
              \nCost of each item = $6.<\/p>\n

              Explanation:
              \nNumber of keyboards Mr. Vargas buys = 3.
              \nNumber of mice Mr. Vargas buys = 4.
              \nAmount he spends = $42.
              \nTotal number of items he bought = Number of keyboards Mr. Vargas buys + Number of mice Mr. Vargas buys
              \n= 3 + 4
              \n= 7.
              \nCost of each item = Amount he spends\u00a0 \u00f7 Total number of items he bought
              \n= $42 \u00f7 7
              \n= $6.<\/p>\n

               <\/p>\n

               <\/p>\n

              B. Mr. Vargas decides to buy more keyboards that cost another $12 in all. How many more keyboards does Mr. Vargas buy?
              \nAnswer:
              \nNumber of more keyboards Mr. Vargas buy = 9.<\/p>\n

              Explanation:
              \nAmount he spends to buy more keyboards in all = $12.
              \nNumber of keyboards Mr. Vargas buys = 3.
              \nAmount he spends = $42.
              \nAmount he spends more = $12.
              \nAmount he spends now = Amount he spends + Amount he spends more
              \n= $42 + $12
              \n= $54.
              \nCost of each keyboard = $6.
              \nNumber of more keyboards Mr. Vargas buy = Amount he spends now \u00f7 Cost of each keyboard
              \n= $54 \u00f7 $6
              \n= 9.<\/p>\n

               <\/p>\n

              Question 6.
              \nLook at the counters below.
              \nA. Draw lines around the counters to show 12 \u00f7 6.
              \n\"Envision
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

              Explanation:
              \n12 \u00f7 6 = 2.<\/p>\n

               <\/p>\n

              B. Write a multiplication fact related to the drawing you completed in Part A.
              \nAnswer:
              \n6 \u00d7 2 = 12.
              \n2 \u00d7 6 = 12.<\/p>\n

              Explanation:
              \nMultiplication fact related to the drawing you completed in Part A:
              \n6 \u00d7 2 = 12.
              \n2 \u00d7 6 = 12.<\/p>\n

               <\/p>\n

              Question 7.
              \nMatch each expression on the left with an equivalent expression.
              \n\"Envision
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

              Explanation:
              \n9 \u00f7 1 = 9.
              \n3 \u00f7 3 = 0.
              \n1 \u00d7 6 = 6.
              \n7 \u00f7 7 = 1.
              \n8 \u00f7 8 = 1.
              \n0 \u00d7 7 = 0.
              \n24 \u00f7 4 = 6.
              \n27 \u00f7 3 = 9.<\/p>\n

               <\/p>\n

              Question 8.
              \nA. Peter wrote five numbers. Which of Peter’s numbers can be divided into 7 equal groups with 0 left over? Select all that apply.
              \n\u2610 56
              \n\u2610 35
              \n\u2610 52
              \n\u2610 27
              \n\u2610 42
              \nAnswer:
              \nPeter’s numbers can be divided into 7 equal groups with 0 left over are as below:
              \n56, 35, 42.<\/p>\n

              Explanation:
              \nPeter’s numbers can be divided into 7 equal groups with 0 left over:
              \n\u2610 56 \u00f7 7 = 8.
              \n\u2610 35 \u00f7 7 = 5.
              \n\u2610 52 \u00f7 7 = 7.4.
              \n\u2610 27 \u00f7 7 = 3.8.
              \n\u2610 42 \u00f7 7 = 6.<\/p>\n

               <\/p>\n

              B. How can you check to make sure the numbers you chose are divisible by 7?
              \nA. Check that each number is even.
              \nB. Check that each number is odd.
              \nC. Use multiplication to multiply 0 by a number to determine if it is equal to the number you chose.
              \nD. Use multiplication to multiply 7 by a number to determine if it is equal to the number you chose.
              \nAnswer:
              \nD. Use multiplication to multiply 7 by a number to determine if it is equal to the number you chose.<\/p>\n

              Explanation:
              \nTo make sure the numbers choosed are divisible by 7, use multiplication facts to determine if it is equal to the number you chose.<\/p>\n

               <\/p>\n

              Question 9.
              \nCrystal drew this bar diagram to model a division problem. Write a multiplication equation Crystal could use to help solve the problem.
              \n\"Envision
              \nAnswer:
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick
              \nMultiplication Equation:
              \n5 \u00d7 7 = 35.
              \n7 \u00d7 5 = 35.<\/p>\n

              Explanation:
              \nTotal count given = 35.
              \nNumber of boxes divided = 5.
              \nNumber value used to divided = Total count given \u00f7 Number of boxes divided
              \n= 35 \u00f7 5
              \n= 7.
              \nMultiplication Equation:
              \n5 \u00d7 7 = 35.
              \n7 \u00d7 5 = 35.<\/p>\n

               <\/p>\n

              Question 10.
              \nA. Xavier divided his action figure collection into 2 equal groups. Which describes the number of action figures Xavier has?
              \nA. It is an even number.
              \nB. It is an odd number.
              \nAnswer:
              \nThe number of action figures Xavier has is an even number because to divide into anything into 2 groups equally it has to be even.<\/p>\n

              Explanation:
              \nTo divide anything into two groups equally means, it has to be even not odd because odd number cannot be divided into two parts.<\/p>\n

               <\/p>\n

              B. Xavier finds 2 more action figures.
              \nSelect all statements that are true.
              \n\u2610 Including the action figures he found, Xavier has an even number of action figures.
              \n\u2610 Including the action figures he found, Xavier has an odd number of action figures.
              \n\u2610 Xavier can divide all of the action figures into 2 equal groups.
              \n\u2610 Xavier could now have a total of 6 action figures in his collection.
              \n\u2610 Xavier could now have a total of 8 action figures in his collection.
              \nAnswer:
              \nAll statements that are true are below:
              \nIncluding the action figures he found, Xavier has an even number of action figures.
              \nXavier can divide all of the action figures into 2 equal groups.
              \nXavier could now have a total of 6 action figures in his collection.
              \nXavier could now have a total of 8 action figures in his collection.<\/p>\n

              Explanation:
              \n\u2610 Including the action figures he found, Xavier has an even number of action figures.
              \n\u2610 Xavier can divide all of the action figures into 2 equal groups.
              \n\u2610 Xavier could now have a total of 6 action figures in his collection.
              \n\u2610 Xavier could now have a total of 8 action figures in his collection.<\/p>\n

               <\/p>\n

              Question 11.
              \nMandy is trying to find 6 \u00f7 0. She says the answer is 6 because 6 \u00d7 0 = 6. Is Mandy correct? Explain.
              \nAnswer:
              \nMandy is incorrect because 6 \u00d7 0 = 0 not 6 \u00d7 0 = 6.<\/p>\n

              Explanation:
              \n6 \u00f7 0 = 0.
              \n6 \u00d7 0 = 0.<\/p>\n

               <\/p>\n

              Question 12.
              \nLuz has 36 pencil toppers. She sorts her pencil toppers into 6 equal groups.
              \nA. Write an expression that represents how many pencil toppers are in each group.
              \nAnswer:
              \nNumber of pencil toppers are in each group = 36 \u00f7 6 = 6.<\/p>\n

              Explanation:
              \nNumber of pencil toppers Luz has = 36.
              \nNumber of equal groups She sorts her pencil toppers = 6.
              \nNumber of pencil toppers are in each group = Number of pencil toppers Luz has\u00a0 \u00f7 Number of equal groups She sorts her pencil toppers
              \n= 36 \u00f7 6
              \n= 6.<\/p>\n

               <\/p>\n

              B. How many are in each group?
              \nAnswer:
              \nThere are 6 in each group.<\/p>\n

              Explanation:
              \nNumber of pencil toppers are in each group = 6.<\/p>\n

               <\/p>\n

              Question 13.
              \nKira has 63 sheets of recycled paper. She gives the same number of sheets to each of 9 friends. How many sheets does Kira give to each friend? Use the bar diagram to help.
              \n\"Envision
              \nA. 6
              \nB. 7
              \nC. 8
              \nD. 9
              \nAnswer:
              \nNumber of sheets Kira gives to each friend = 7.
              \nB. 7<\/p>\n

              Explanation:
              \nNumber of sheets of recycled paper Kira has = 63.
              \nNumber of friends she gives = 9.
              \nNumber of sheets Kira gives to each friend = Number of sheets of recycled paper Kira has \u00f7 Number of friends she gives
              \n= 63 \u00f7 9
              \n= 7.
              \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

               <\/p>\n

              Question 14.
              \nJules has 4 classes. For each class, he needs 3 folders. Find how many folders he needs in all. Then write the fact family related to this situation.
              \nAnswer:
              \nNumber of folders he needs in all = 12.<\/p>\n

              Explanation:
              \nNumber of classes Jules has = 4.
              \nNumber of folders he needs for each class = 3.
              \nNumber of folders he needs in all = Number of classes Jules has \u00d7\u00a0Number of folders he needs for each class
              \n= 4 \u00d7 3
              \n= 12.
              \nFact family:
              \n4 \u00d7 3 = 12.
              \n3 \u00d7 4 = 12.
              \n12 \u00f7 3 = 4.
              \n12 \u00f7 4 = 3.<\/p>\n

               <\/p>\n

               <\/p>\n

              Question 15.
              \nA. Gennaro wrote 4 true statements about even and odd products. Select all of the true statements.
              \n\u2610 An even number times an even number has an even product.
              \n\u2610 An even number times an odd number has an even product.
              \n\u2610 An odd number times an odd number has an odd product.
              \n\u2610 An odd number times an even number has an odd product.
              \n\u2610 If one factor is even, then the product is even.
              \nAnswer:
              \nAll of the true statements are:
              \nAn even number times an even number has an even product.
              \nAn even number times an odd number has an even product.
              \nAn odd number times an odd number has an odd product.
              \nIf one factor is even, then the product is even.<\/p>\n

              Explanation:
              \nAll of the true statements are:
              \n\u2610 An even number times an even number has an even product.
              \n\u2610 An even number times an odd number has an even product.
              \n\u2610 An odd number times an odd number has an odd product.
              \n\u2610 If one factor is even, then the product is even.<\/p>\n

               <\/p>\n

              B. Look at the statement you did NOT select in Part A. Give an example of why it is not true.
              \nAnswer:
              \nAn odd number times an even number has an odd product.
              \nFor an example:
              \n3 \u00d7 4 = 12.<\/p>\n

              Explanation:
              \nThe statement which is NOT selected in Part A is as below:
              \nAn odd number times an even number has an odd product.
              \nFor an example:
              \n3 \u00d7 4 = 12.<\/p>\n

               <\/p>\n

              Question 16.
              \nWhich number makes both equations true?
              \n18 \u00f7 9 = ?
              \n? \u00d7 9 = 18
              \nAnswer:
              \n2 number makes both equations true.<\/p>\n

              Explanation:
              \n18 \u00f7 9 = ?
              \n=> 18 \u00f7 9 = 2.
              \n? \u00d7 9 = 18
              \n=> 2 \u00d7 9 = 18.<\/p>\n

               <\/p>\n

              Question 17.
              \nAnna drew the bar diagram below. Write two equations that could be used to represent the problem shown in Anna’s bar diagram. Then solve the equations.
              \n\"Envision
              \nAnswer:
              \nWay:1:
              \nValue of sector divided = Total number given \u00f7 Number of sectors divided given
              \n= 18 \u00f7 3
              \n= 6.
              \nWay:2:
              \nTotal number given = Number of sectors divided given \u00d7 Value of sector divided
              \n=> 18 = 3 \u00d7 ??
              \n=> 18 \u00f7 3 = ??
              \n=> 6 = ??.<\/p>\n

              Explanation:
              \nWay:1:
              \nTotal number given = 18.
              \nNumber of sectors divided given = 3.
              \nValue of sector divided = Total number given \u00f7 Number of sectors divided given
              \n= 18 \u00f7 3
              \n= 6.
              \nWay:2:
              \nTotal number given = 18.
              \nNumber of sectors divided given = 3.
              \nValue of sector divided = ??
              \nTotal number given = Number of sectors divided given \u00d7 Value of sector divided
              \n=> 18 = 3 \u00d7 ??
              \n=> 18 \u00f7 3 = ??
              \n=> 6 = ??.<\/p>\n

               <\/p>\n

              Question 18.
              \nA balloon artist wants to make 6 different kinds of balloon animals. She needs 4 balloons to make each animal. How many balloons will she need to buy? Tell which operations you will use. Then solve the problem.
              \nAnswer:
              \nWe are going to use multiplication operations\u00a0 to solve the problem.
              \nNumber of balloons she needs to buy = 24.<\/p>\n

              Explanation:
              \nWe are going to use multiplication operations\u00a0 to solve the problem.
              \nNumber of different kinds of balloon animals a balloon artist wants to make = 6.
              \nNumber of balloons she needs to make each animal = 4.
              \nNumber of balloons she needs to buy = Number of different kinds of balloon animals a balloon artist wants to make \u00d7 Number of balloons she needs to make each animal
              \n= 6 \u00d7 4
              \n= 24.<\/p>\n

               <\/p>\n

              Topic 4 Performance Task<\/h3>\n

              Relay Race
              \nMrs. Achilles teaches Physical Education. She is planning a relay race for her school. Each grade forms teams. Each student is on 1 team.<\/p>\n

              Race Details<\/p>\n

                \n
              • The field is 40 feet wide.<\/li>\n
              • Each runner gets 1 lane.<\/li>\n
              • Mrs. Achilles has 7 trophies.<\/li>\n<\/ul>\n

                Use the Race Details list to answer the following question.
                \nQuestion 1.
                \nEach lane must be an equal width. Mrs. Achilles wants to use the entire width of the field for lanes. How wide will each lane be if Mrs. Achilles sets out 10 lanes? 5 lanes? Use multiplication facts to help you.
                \nAnswer:
                \nIF,
                \nNumber of lanes set out = 10.
                \nWidth of the each lane = 4.
                \nIF,
                \nNumber of lanes set out = 5.
                \nWidth of the each lane = 8.<\/p>\n

                Explanation:
                \nNumber of lanes each runner gets = 1.
                \nNumber of trophies Mrs. Achilles has = 7.
                \nNumber of students in each team = 1.
                \nIF,
                \nNumber of lanes set out = 10.
                \nWidth of the field = 40 feet.
                \nWidth of the each lane = Width of the field \u00f7 Number of lanes set out
                \n= 40 \u00f7 10
                \n= 4.
                \nIF,
                \nNumber of lanes set out = 5.
                \nWidth of the field = 40 feet.
                \nWidth of the each lane = Width of the field \u00f7 Number of lanes set out
                \n= 40 \u00f7 5
                \n= 8.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Use the Race Details list and Grade Size table to answer the following question.
                \nQuestion 2.
                \nEach grade gets an equal number of trophies. How many trophies does each grade get? Write a division fact and a related multiplication fact you can use to solve this problem.
                \nAnswer:
                \nNumber of trophies each grade gets = 1.<\/p>\n

                Explanation:
                \nNumber of trophies Mrs. Achilles has = 7.
                \nNumber of grades = 7.
                \nNumber of trophies each grade gets = Number of trophies Mrs. Achilles has \u00f7 Number of grades
                \n= 7 \u00f7 7
                \n= 1.
                \nDivision fact:
                \n= 7 \u00f7 7 = 1.
                \nMultiplication fact:
                \n= 1 \u00d7 7 = 7.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Use the Grade Size table to answer the following question.
                \n\"Envision
                \nQuestion 3.
                \nMrs. Achilles wonders whether each team can have exactly 2 people. Explain whether or not this is possible.
                \nAnswer:
                \nIf the students strength is even number, then its possible to have two people in each team and its not possible, if the strength is odd number.<\/p>\n

                Explanation:
                \nYes, its possible to have 2 people in each team if the students strength is even. if the strength of students is odd, then its not possible to have 2 people in each team.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Use the Grade Size and Grade 3 Possible Team Sizes tables to answer the following question. Use related multiplication facts to help you.
                \n\"Envision<\/p>\n

                \"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

                Question 4.
                \nMrs. Achilles puts more than 2 students on each team. Each team must have an equal number of students.<\/p>\n

                Part A
                \nComplete the table to show the 4 different ways Mrs. Achilles can form teams for Grade 3.
                \nAnswer:
                \nWay:1: = 24 \u00f7 3 = 8.
                \nWay:2: = 3 \u00d7 8 = 24.
                \nWay:3: = 8 \u00d7 3 = 24.
                \nWay:4: = 24 \u00f7 8 = 3.<\/p>\n

                Explanation:
                \nTotal number of students in grade 3 = 24.
                \nWay:1:
                \nNumber of people in each team = 3.
                \nTeam 1 form =\u00a0 Total number of students in grade 3 \u00f7 Number of people in each team
                \n= 24 \u00f7 3
                \n= 8.
                \nWay:2:
                \nNumber of people in each team \u00d7 Team 1 form = Total number of students in grade 3.
                \n= 3 \u00d7 8
                \n= 24.
                \nWay:3:
                \nTeam 1 form \u00d7 Number of people in each team = Total number of students in grade 3.
                \n= 8 \u00d7 3
                \n= 24.
                \nWay:4:
                \nTotal number of students in grade 3 \u00f7 Team 1 form = Number of people in each team.
                \n= 24 \u00f7 8
                \n= 3.<\/p>\n

                 <\/p>\n

                 <\/p>\n

                Part B
                \nMrs. Achilles tries to make teams of 4 students each. She can do this for some grades but not for all. Which grades can have equal teams of 4?
                \n\"Envision
                \nFill out the table for the grades written above. Use the same-size team for each of these grades.
                \nAnswer:
                \nGrade: K, 1, 3\u00a0 and 6 grades can have equal teams of 4.<\/p>\n

                Explanation:
                \nGrade: K and 3:
                \nNumber of students = 24.
                \nNumber of people in team = 4.
                \nNumber of teams = Number of students \u00f7 Number of people in team
                \n= 24 \u00f7 4
                \n= 6.
                \nGrade: 1:
                \nNumber of students = 28.
                \nNumber of people in team = 4.
                \nNumber of teams = Number of students \u00f7 Number of people in team
                \n= 28 \u00f7 4
                \n= 7.
                \nGrade: 2 , 4 , 5:
                \nNumber of students number is not the multiple of 4 , so they cannot be having 4 people in each team.
                \nGrade: 6:
                \nNumber of students = 32.
                \nNumber of people in team = 4.
                \nNumber of teams = Number of students \u00f7 Number of people in team
                \n= 32\u00f7 4
                \n= 8.<\/p>\n

                 <\/p>\n

                Part C
                \nIn the Team Size table, write the grades that you did NOT fill out in Part B.
                \nChoose team sizes that let everyone in these grades participate. Use different sizes for each of these grades. Fill out the rest of the table.
                \nAnswer:
                \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n

                Explanation:
                \nGrade: 2 , 4 , 5:
                \nNumber of students are 27, 30, 25 ,\u00a0 number is not the multiple of 4 , so they cannot be having 4 people in each team.
                \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-4-Use-Multiplication-to-Divide-Pick<\/p>\n","protected":false},"excerpt":{"rendered":"

                Go through the\u00a0enVision Math Common Core Grade 3 Answer Key\u00a0Topic 4 Use Multiplication to Divide: Division Facts\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 3rd Grade Answers Key Topic 4 Use Multiplication to Divide: Division Facts Essential Questions: How can you use known multiplication facts to find unknown division facts? How …<\/p>\n","protected":false},"author":1,"featured_media":25586,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/envisionmathanswerkey.com\/wp-content\/uploads\/2021\/06\/enVision-Math-Common-Core-Grade-3-Answer-Key-Topic-4-Use-Multiplication-to-Divide-Division-Facts.png","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7053"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=7053"}],"version-history":[{"count":5,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7053\/revisions"}],"predecessor-version":[{"id":28220,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/7053\/revisions\/28220"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media\/25586"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=7053"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=7053"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=7053"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}