Sharing Money - Everyday Math - Login · 2011-07-15 · Student Reference Book pp. 285 and 286 per partnership: 4 each of number cards 2– 9 (from the Everything Math Deck, if available),

www.everydaymathonline.com

748 Unit 9 Multiplication and Division

��

Advance PreparationEach partnership will need six $100 bills, forty $10 bills, and forty-eight $1 bills. Copy Math Masters,

pages 399– 402. Have children cut the bills apart.

Teacher’s Reference Manual, Grades 1– 3 pp. 111–113

Key Concepts and Skills• Model money exchanges with

manipulatives.

[Number and Numeration Goal 1]

• Solve equal-sharing division stories

involving money amounts.

[Operations and Computation Goal 6]

Key ActivitiesChildren solve problems about sharing

whole-dollar amounts equally in preparation

for more formal division procedures.

Ongoing Assessment: Informing Instruction See page 750.

MaterialsMath Journal 2, p. 222

Home Link 9�6

Math Masters, pp. 399 – 402

tool-kit coins � scissors � half-sheet of

paper � slate � quarter-sheet of paper

(optional)

Playing Factor BingoMath Masters, p. 448 (one per player)

Student Reference Book pp. 285

and 286

per partnership: 4 each of number

cards 2– 9 (from the Everything Math

Deck, if available), 24 counters

Children apply their understanding

of factors.

Math Boxes 9�7Math Journal 2, p. 223

Children practice and maintain skills

through Math Box problems.

Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 5. [Number and Numeration Goal 2]

Home Link 9�7Math Masters, p. 288

Children practice and maintain skills

through Home Link activities.

READINESS

Trading MoneyMath Masters, p. 146 (one per player)

per partnership: 2 dollar bills, 20 dimes, and

40 pennies; 2 dice

Children trade money to practice finding

equivalent coin and bill values.

ENRICHMENTSharing Money EquallyMath Masters, p. 289

Children solve a problem with equal shares

of money.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

Sharing MoneyObjective To guide children as they share whole-dollar

amounts equally.a

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

748_EMCS_T_TLG_G3_U09_L07_576892.indd 748748_EMCS_T_TLG_G3_U09_L07_576892.indd 748 2/17/11 3:42 PM2/17/11 3:42 PM

Name Date Time

$1 Bills

396-404_440_452_462_EMCS_B_MM_G3_U01Proj_576957.indd 399 3/11/11 12:45 PM

Math Masters, p. 399

Teaching Aid Master

Lesson 9�7 749

Getting Started

Math MessageWhat is each person’s share if $1 is shared equally among 5 people? 20¢ If $2 is shared equally among 4 people? 50¢ $3 among 6 people? 50¢ $2 among 5 people? 40¢ Record your answers on a half-sheet of paper.

Home Link 9�6 Follow-Up Ask volunteers to draw arrays with 18 dots on the board. Ask someone to explain how knowing all of the ways to arrange 18 chairs in equal rows can help them name the factors of 18. When 18 chairs are arranged in rows with the same number of chairs in each row with no chairs left over, the number of rows and the number of chairs in each row are factors of 18. Knowing the different arrays for 18 visually shows the factors of 18.

Mental Math and Reflexes Children write fractions on their slates and show whether each fraction is

greater than 1

_ 2 (thumbs-up), equal to

1

_ 2

(fists), or less than 1

_ 2 (thumbs-down).

1 _ 4 less than

1

_ 2 , thumbs-down

3 _ 6 equal to

1

_ 2 , fist

3 _ 8 less than

1

_ 2 , thumbs-down

7 _ 8 greater than

1

_ 2 , thumbs-up

2 _ 3 greater than

1

_ 2 , thumbs-up

3 _ 5 greater than

1

_ 2 , thumbs-up

Adjusting the Activity

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Children share their solutions and strategies. Possible strategies for $1 shared by 5 people include:

� There are 5 [20s] in 100 so there are five $0.20 in $1.00.

� Change the dollars to cents and divide: $1 = 100¢, and 100¢ divided equally among 5 people is 20¢ apiece.

� Change the dollars to dimes and divide: $1 = 10 dimes, and 10 dimes divided equally among 5 people is 2 dimes, or 20¢ apiece.

� Sharing Play Money WHOLE-CLASS ACTIVITY

(Math Journal 2, p. 222; Math Masters,

pp. 399–402)

Children work with partners. Have them turn to journal page 222. Work through Problems 1 and 2 with the class, while children use $100, $10, and $1 bills to represent the amounts being shared.

Provide children with quarter-sheets of paper to use as a model for how

many groups they need. For example, if 5 people are sharing a dollar, children

use 5 quarter-sheets of paper to model dividing the dollar into 5 equal shares.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

PROBLEMBBBBBBBBBBBOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMEEEEMMBLEBLLELBLLLLBLEBLEBLEBLEBLEBLEBLEEEEMMMMMMMMMMMMMOOOOOOOOOOBBBBBLBLBLBBBLBLLLLLPROPROPROPROPROPROPROPROPROPROPROPPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROOROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEELLELEEEEEEEEEELLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBB EEELEMMMMMMMOOOOOOOOOBBBLBLBLBLBLBOOOROROROROROROROROROROO LELELELEEEEEELEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGLLLLLLLLLLLLVINVINVINNNNVINVINVINNVINVINVINVINVINV GGGGGGGGGGOLOOOLOLOLOOLOO VINVVINLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOLOOLOLOLOLOLOLOOO VVVLLLLLLLLLLVVVVVVVVOSOSOOSOSOSOSOSOSOSOOSOSOSOOSOOOOOSOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLVVVVVVVVVLVVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING

ELL

749-753_EMCS_T_TLG_G3_U09_L07_576892.indd 749749-753_EMCS_T_TLG_G3_U09_L07_576892.indd 749 3/11/11 3:17 PM3/11/11 3:17 PM


NOTE The solution to a division problem

often consists of the quotient and a remainder.

Because such results are not entirely

analogous to the results obtained with the

other operations, the equal sign has been

replaced with an arrow in division number

models with remainders. When children

learn to express quotients with fractions or

decimals, Everyday Mathematics will use the

traditional form; for example, 12 ÷ 5 = 2.4

or 2 2

_ 5 .

Problem 1: Share $54 equally among 3 people.

Have the class read aloud Problem 1 on journal page 222. Discuss what you want to find out and what you know from the problem. Remind children that the division operation can be used to solve equal-sharing problems. Ask a volunteer to write a division number model for the story on the board while the rest of the children write it in their journals. $54 ÷ 3 = ?

� To solve, have partners place five $10 bills and four $1 bills on the table and set the rest of the bills aside. They make three piles with the same amount in each pile. After they put a $10 bill in each pile, there are still two $10 bills and four $1 bills left to share. Because the $10 bills cannot be distributed equally among the three piles, children exchange them for twenty $1 bills. Now there are twenty-four $1 bills to be shared, or eight $1 bills per pile. Each pile now has one $10 bill and eight $1 bills, or $18 total.

� Children record these transactions on page 222.

Ask: Does your answer make sense? yes How do you know? Sample answer: I know that $54 is close to $60 and $60 ÷ 3 is $20. Since $20 is close to $18, my answer makes sense. Write a summary number model on the board: $54 ÷ 3 = $18.

Problem 2: Share $71 equally among 5 people.

� Have children read aloud Problem 2. Discuss what you want to find out and what you know from the problem. Ask children to write a number model for the story in their journals while you write it on the board. $71 ÷ 5 = ?

� To solve, partners take seven $10 bills and one $1 bill and make 5 equal piles with one $10 bill in each. There are two $10 bills and one $1 bill left over. They exchange the two $10 bills for twenty $1 bills and distribute them among the five piles, or four $1 bills per pile. If they cannot decide what to do with the remaining $1 bill, remind them of the first Math Message problem. (When $1 is divided among 5 people, each person gets 20¢.) Thus, each person’s share is $14.20.

Ask: Does your answer make sense? yes How do you know? Sample answer: I know that $71 is close to $70. If I think of $70 as $60 + $10, I know that there are five $12 in 60 and five $2 in 10. So, there are five $14 in 70, which is very close to five $14.20 in $71. Write a summary number model on the board: $71 ÷ 5 = $14.20.

Pose the following questions: What if 71¢ had been shared equally among 5 people? What would each person’s share have been? 14¢ Could the leftover penny have been shared equally? no What is a number model for this problem? 71¢ ÷ 5 → 14¢ R1¢ The number model is read “71 cents divided by 5 is 14 cents with a remainder of 1 cent.”

Sharing MoneyLESSON

9�7

Date Time

Work with a partner. Put your play money in a bank for both of you to use.

1. If $54 is shared equally by 3 people, how much does each person get?

a. Number model: $54 ÷ 3 = ?

b. How many $10 bills does each person get? 1 $10 bill(s)

c. How many dollars are left to share? $ 24.00

d. How many $1 bills does each person get? 8 $1 bill(s)

e. Answer: Each person gets $ 18.00 .

2. If $71 is shared equally by 5 people, how much does each person get?

a. Number model: $71 ÷ 5 = ?

b. How many $10 bills does each person get? 1 $10 bill(s)

c. How many dollars are left to share? $ 21.00

d. How many $1 bills does each person get? 4 $1 bill(s)

e. How many $1 bills are left over? 1 $1 bill(s)

f. If the leftover $1 bill(s) are shared equally,

how many cents does each person get? $ 0.20

g. Answer: Each person gets $ 14.20 .

3. $84 ÷ 3 = $ 28.00 4. $75 ÷ 6 = $ 12.50

5. $181 ÷ 4 = $ 45.25 6. $617 ÷ 5 = $ 123.40

204-239_EMCS_S_MJ2_G3_U09_576418.indd 222 3/11/11 1:45 PM

Math Journal 2, p. 222

Student Page

Ongoing Assessment: Informing Instruction

Watch for children who have trouble with

problems in which a share involves

dollars and cents. Have them exchange the

leftover $1 bills for coins and divide the coins

into equal shares.


Lesson 9�7 751

Links to the Future

� Solving Division Problems PARTNER ACTIVITY

(Math Journal 2, p. 222)

Children model the remaining equal-sharing problems (Problems 3 through 6) on journal page 222 with play money and complete the number models. Children will check their answers to Problems 3 through 6 with a calculator in the next lesson, so postpone a class discussion of these problems until then.

Many children will be able to divide, with the use of manipulatives, whole-dollar

amounts that can be shared equally, but remainders may confuse some children.

The activities in this lesson are laying a foundation for more formal division work

in fourth grade. Solving problems involving the division of multidigit whole

numbers with remainders is a Grade 5 Goal.

2 Ongoing Learning & Practice

� Playing Factor Bingo PARTNER ACTIVITY

(Math Masters, p. 448; Student Reference Book,

pp. 285 and 286)

This game was introduced in Lesson 9-6. Have children make new game boards on Math Masters, page 448. If necessary, review the rules for the game on pages 285 and 286 in the Student Reference Book.

PROBLEMBBBBBBBBBBOOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEMMMBLELBLELBLLLLBLEBLEBLEBLEBLEBLEBLEEEEMMMMMMMMMMMMMMOOOOOOOOOOOBBBBBBBLBLBLBLBLBLLLLLLPROPROPROPROPROPROPROPROPROPRPROPPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROOROROOROOPPPPPPP MMMMMMMMMMMMMMMMMMMMMMEEEEEEEEEEEEEEEEELELEELEEEEEEEEELLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBB EEELEMMMMMMMMOOOOOOOOOBBBBLBLBBLBLBLBOOOOROROROROROROROROROO LELELELEEEEEELEEMMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGLLLLLLLLLLLVVINVINVINVINNNVINVINNNVINVINVINVINVINGGGGGGGGGGGOLOOOLOOLOLOLOO VINVINVVLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINV NGGGGGGGGGGOOOLOLOLOLOLOLOOO VVVVVVVLLLLLLLLLLVVVVVVVVVOOSOSOOSOSOSOSOSOSOSOOSOSOSOSOSOOOOOSOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIISOLVING

Factor Bingo Game Mat

448

Name Date Time

2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

Write any of the numbers

2 through 90 on the grid

above.

You may use a number

only once.

To help you keep track

of the numbers you use,

circle them in the list.

132

4


Game Master

Games

Factor BingoMaterials □ number cards 2–9 (4 of each) □ 1 Factor Bingo game mat for each player

(Math Masters, p. 448) □ 12 counters for each player

Players 2 to 4

Skill Finding factors of a number

Object of the game To get 5 counters in a row, column, or diagonal; or to get 12 counters anywhere on the game mat.

Directions

1. Fill in your own game mat. Choose 25 different numbers from the numbers 2 through 90.

2. Write each number you choose in exactly 1 square on your game mat grid. Be sure to mix the numbers up as you write them on the grid; they should not all be in order. To help you keep track of the numbers you use, circle them in the list below the game mat.

3. Shuffle the number cards and place them number-side down on the table. Any player can turn over the top card. This top card is the “factor.”

4. Players check their grids for a number that has the card number as a factor. Players who find such a number cover the number with a counter. A player may place only 1 counter on the grid for each card that is turned over.

5. Turn over the next top card and continue in the same way. You call out “Bingo!” and win the game if you are the first player to get 5 counters in a row, column, or diagonal. You also win if you get 12 counters anywhere on the game mat.

6. If all the cards are used before someone wins, shuffle the cards again and continue playing.

Student Reference Book, p. 285

Student PageGames

Factor Bingo Game MatSample Factor Bingo Game Mat

Choose any 25 different numbers from the numbers 2 through 90. Write each number you choose in exactly 1 square on your game mat page. To help you keep track of the numbers you use, circle them in the list on your game mat page.

2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

A 5-card is turned over. So the number 5 is the “factor.” Any player may place one counter on a number for which 5 is a factor, such as 5, 10, 15, 20, or 25. A player may place only one counter on the game mat for each card that is turned over.

Student Reference Book, p. 286

Student Page



1. Four friends want to share $77. They have 7 ten-dollar bills and 7 one-dollar

bills. They can go to the bank to get smaller bills and coins if they need to.

a. Number model:

b. How many $10 bills could each friend get?

How many $10 bills would be left over?

c. Of the remaining money, how many $1 bills could each friend get?

(Remember, you can exchange larger bills for smaller ones.)

d. How many $1 bills would be left over?

e. If the leftover money is shared equally,

how many cents does each friend get?

f. Answer: Each friend gets a total of $ .

Name Date Time

Sharing Money with FriendsHOME LINK

9�7

In class we are thinking about division, but we have not yet introduced a procedure for division. We will work with formal division algorithms in Fourth Grade Everyday Mathematics. Encourage your child to solve the following problems in his or her own way and to explain the strategy to you. These problems provide an opportunity to develop a sense of what division means and how it works. Sometimes it helps to model problems with bills and coins or with pennies, beans or other counters that stand for coins and bills.

Please return this Home Link to school tomorrow.

Family Note

73

Practice

Use the partial-products method to solve these problems. Show your work.

2. 21 3. 48 4. 63

× 2 × 4 × 5

$77 ÷ 4 = ?

3

9

1

$0.25

19.25

31519242

1

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Home Link Master

� Math Boxes 9�7 INDEPENDENTACTIVITY

(Math Journal 2, p. 223)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 9-5. The skill in Problem 6 previews Unit 10 content.

Writing/Reasoning Have children write an answer to the following: Explain how you could equally share the leftover pizza from Problem 5 among 4 people. Sample answer:

Each person can have one complete piece and half of another piece, giving each person 1 1 _ 2 pieces.

Ongoing Assessment: Math Boxes

Problem 5 �Recognizing Student Achievement

Use Math Boxes, Problem 5 to assess children’s progress in solving problems

involving fractional parts of a region. Children are making adequate progress if

they are able to solve Problem 5. Some children may be able to record 2 or more

equivalent fractions to answer each question.

[Number and Numeration Goal 2]

� Home Link 9�7 INDEPENDENTACTIVITY

(Math Masters, p. 288)

Home Connection Children solve an equal-sharing problem involving money.

5. What part of this pizza

has been eaten?

2 _ 8 , or 1

_ 4

What part is left?

6 _ 8 , or 3

_ 4

3. Use the partial-products algorithm

to solve.

296× 4

800 360 + 24 1,184

183× 7

700 560 + 21 1,281

Date Time

2. Draw a 4-by-8 array of Xs.

How many Xs in all? 32Write a number model.

4 × 8 = 32

4. Put in the parentheses needed to

complete the number sentences.

15 + 80 × 90 = 7,215

14 – 6 × 800 = 6,400

60 × 79 + 1 = 4,800

6. Solve.

1,000 milligrams = 1 gram

3,000 milligrams = 3 grams

500 milligrams = 1 _ 2 gram

1,000 grams = 1 kilogram

6,000 grams = 6 kilograms

1. Draw a shape with a perimeter

of 20 centimeters.

Sample answer:

What is the area of your shape?

16 square centimeters

Math BoxesLESSON

9�7

150 151154 155

68 69

64 65

16 17

22 23 162

(

(

(

(

( (

�

204-239_EMCS_S_MJ2_G3_U09_576418.indd 223 3/11/11 1:45 PM

Math Journal 2, p. 223

Student Page


3 Differentiation Options

READINESS PARTNER ACTIVITY

� Trading Money 5–15 Min


To provide experience with money exchanges, have children make dollar-dime-penny trades in the Money Trading Game. Children make their trades on the Place-Value Mat on Math Masters, page 146.

Money Trading GameYou will need 2 dollar bills, 20 dimes, 40 pennies, 2 dice, and one Place-Value Mat per player. Each player begins with 1 dollar on his or her Place-Value Mat. The bank should have 20 dimes and 40 pennies.

Directions:

Take turns. On each turn, a player does the following:

1. Roll the dice and find the sum of the dice.

2. Return that number of cents to the bank. Make exchanges when needed.

3. The player not rolling the dice checks on the accuracy of the transactions.

4. The first player to clear his or her Place-Value Mat wins the game.

ENRICHMENT PARTNER ACTIVITY

� Sharing Money Equally 5–15 Min


To apply children’s understanding of equal shares, have them figure out how many people can go to the magic show for $25. Children record their work on Math Masters, page 289. Have children explain their strategies for solving the problems. Discuss why they think the last problem might be a Try This. Sample answer: It was harder to answer because there was money left over.

Lesson 9�7 753

LESSON

9�7

Name Date Time

Equal Shares of Money

The price of admission to the neighborhood magic show is $1.25 per

person. How many people could you take to the show if you had $25.00?

Show your work, and explain how you figured it out.

Sample answer: I wanted to find out how

many $1.25s are in $25.00. I figured out that

there are four $1.25s in $5.00. In $10.00, there

are eight $1.25s. In $20.00, there are sixteen

$1.25s. In $25.00, there are twenty $1.25s.

20 people can go to the magic show.

20

How many people could go to the show if you had $32.00?

Explain your answer.

Sample answer: 4 people can go for

every $5.00, so 24 people can go for $30.00.

One more person can go with the extra $2.00.

25Try This


Teaching Master

LESSON

5�8

Name Date Time

Place-Value Mat

Do

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On

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Fla

ts

$

1.0

0

1

Dim

es

Ten

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Lon

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$

0.1

0

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EM3MM_G3_U05_119-166.indd 146 12/28/10 10:06 AM


Teaching Master


Copyrig

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Wrig

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raw

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288

1. Four friends want to share $77. They have 7 ten-dollar bills and 7 one-dollar

bills. They can go to the bank to get smaller bills and coins if they need to.

a. Number model:

b. How many $10 bills could each friend get?

How many $10 bills would be left over?

c. Of the remaining money, how many $1 bills could each friend get?

(Remember, you can exchange larger bills for smaller ones.)

d. How many $1 bills would be left over?

e. If the leftover money is shared equally,

how many cents does each friend get?

f. Answer: Each friend gets a total of $ .

Name Date Time

Sharing Money with FriendsHOME LINK

9�7

In class we are thinking about division, but we have not yet introduced a procedure for division. We will work with formal division algorithms in Fourth Grade Everyday Mathematics. Encourage your child to solve the following problems in his or her own way and to explain the strategy to you. These problems provide an opportunity to develop a sense of what division means and how it works. Sometimes it helps to model problems with bills and coins or with pennies, beans or other counters that stand for coins and bills.

Please return this Home Link to school tomorrow.

Family Note

73

Practice

Use the partial-products method to solve these problems. Show your work.

2. 21 3. 48 4. 63

× 2 × 4 × 5

267-318_EMCS_B_MM_G3_U09_576957.indd 288267-318_EMCS_B_MM_G3_U09_576957.indd 288 3/10/11 2:42 PM3/10/11 2:42 PM

Documents

Sharing Money - Everyday Math - Login · 2011-07-15 · Student Reference Book pp. 285 and 286 per partnership: 4 each of number cards 2– 9 (from the Everything Math Deck, if available),