Name: __________________________________________ Date: ______________________________ Number: ____________ Unit 6 Practice Test: Dividing Whole Numbers ☐ I can explain the relationship between multiplication and division 1. Which equation can NOT be represented by the model below? ? 92 3,128 A 92 x ? = 3,128 B 3,128 ÷ 92 = ? C 3,128 ÷ ? = 92 D 3,128 – 92 = ? ☐ I can estimate the quotient in a multi-­‐digit division problem to check if my answer is reasonable (does it make sense?) 2. Zainab makes a table to help solve the problem 348 ÷ 12 = ? Which is the best estimate of the quotients? 10 20 30 40 50 60 70 120 360 600 840 A A number between 10 and 20 B A number between 20 and 30 C A number closer to 20 D A number closer to 30 ☐ I can solve mult-­‐digit division problems using area models 3. Use the grid below to draw a rectangle with an area of 750 units and a side of 25 units. Label the area and the length of each side. ☐ I can solve mult-­‐digit division problems 4. Hassan’s camera has 810 megabytes of memory for storing pictures. He has already used half of this amount. Hint: First you need to find half of 810! A high quality picture uses 15 megabytes of memory. How many high-­‐quality pictures can Hassan store with the remaining memory? ___________________________________ Show your work. How can you check your answer using multiplication? ☐ I can explain the relationship between multiplication and division ☐ I can solve multi-­‐digit division problems 5. Hussein writes the problem 28 × Δ = 1,204 on the board. Write a division equation that can be used to find the value of the triangle, and then find the value of the triangle. Show your work. Did you remember to write the division equation? Solution_________________________________ 6. Mrs. Faraj is organizing teams for the Maples Elementary annual field day. There are eight classes at the school and 24 students in each class. ☐ I can solve multi-­‐digit multiplication problems Part A What is the total number of students at the school? Answer _______________________________ students ☐ I can solve multi-­‐digit division problems Part B Mrs. Faraj wants to have 12 students on each team. How many teams will there be? Answer ________________________________ teams ☐ I can explain my reasoning Part C How many fewer students will be on each team if she decides to have 24 teams? Explain your answer using diagrams, pictures, mathematical expressions, and/or words. What is the relationship between 12 and 24? ☐ I can solve multi-­‐digit multiplication problems with three digit dividends ☐ I can solve multi-­‐digit multiplication problems with four digit dividends