Name: ________________________ Class: ___________________ Date: __________
ID: A
Chapter 4 Practice Test
____
1. A group of 40 people takes the swan boat ride. Each boat can carry 6
people. If the guide fills as many boats as possible, how many people will
ride in the last boat?
A.
B.
C.
D.
____
34
7
6
4
2. Vanna uses thank-you notes that come in packs of 8. She has to write 29
thank-you notes. How many packs of thank-you notes should she buy?
A. 3
B. 3 5
8
C. 4
D. 5
____
3. Nolan divides his 88 toy cars into boxes. Each box can hold 9 cars. How
many boxes can Nolan fill?
A.
B.
C.
D.
____
7
9
10
12
4. Selim puts 30 ounces of trail mix equally into 9 bags. How many ounces
will be in each bag?
A. 4 ounces
B. 3 1 ounces
3
C. 3 ounces
D. 2 1 ounces
2
5. The harbor master decides how many trips the ferry needs to make for 37
cars. The ferry can carry 8 cars at a time. The harbor master planned 4
trips. Will every car get a ride on the ferry? Explain your answer.
1
Name: ________________________
____
6. There are 112 seats in a school auditorium. There are 7 seats in each row.
There are 70 people seated. They filled all the seats in a row before
starting to sit in a new row. How many rows are empty?
A.
B.
C.
D.
____
108
36
27
24
8. The school choir has 48 singers with high voices, 53 singers with middle
voices, and 39 singers with low voices. The singers stand in 4 equal rows
at concerts. How many singers are in each row?
A.
B.
C.
D.
____
6
10
16
28
7. Ursula bought 9 dozen gauze pads for the health office. The gauze pads
were divided equally into 4 boxes. How many gauze pads are in each box?
A.
B.
C.
D.
____
ID: A
140
45
35
34
9. The are 126 seats in a meeting room. There are 9 seats in each row. There
are 90 people seated. They filled all the seats in a row before starting to sit
in a new row. How many rows are empty?
A.
B.
C.
D.
36
10
9
4
10. An orchestra has 18 string players, 9 percussion players, 15 brass players,
and 12 woodwind players. If all the players sit in rows of 9 chairs each, how
many rows of chairs are needed? Explain your answer.
2
Name: ________________________
ID: A
____ 11. There are 9 showings of a film about endangered species at the science
museum. A total of 458 people saw the film. About how many people were
at each showing?
A.
B.
C.
D.
about 40
about 50
about 60
about 90
____ 12. Kelli and her family went to the beach for a vacation. They drove 293 miles
in 7 hours to get there. About how many miles did they drive each hour?
A.
B.
C.
D.
about 40 miles
about 30 miles
about 20 miles
about 10 miles
____ 13. Between which two numbers is the quotient of 87 ÷ 5?
A.
B.
C.
D.
between 5 and 10
between 10 and 15
between 15 and 20
between 20 and 25
____ 14. Between which two numbers is the quotient of 93 ÷ 5?
A.
B.
C.
D.
between 20 and 25
between 15 and 20
between 10 and 15
between 5 and 10
15. A worker packed 192 bells into boxes that hold 3 bells each. Explain how to
use multiples to estimate the number of boxes the worker will use.
3
Name: ________________________
ID: A
____ 16. Look at the model. What division does it show?
A.
B.
C.
D.
6 ÷3
6 ÷4
18 ÷ 3
20 ÷ 3
____ 17. Ed used counters to model 4 19 . What quotient and remainder did he
find?
A.
B.
C.
D.
quotient: 5 remainder: 1
quotient: 4 remainder: 3
quotient: 4 remainder: 2
quotient: 3 remainder: 7
____ 18. Margie arranged 40 counters into 6 groups of 6. There were 4 counters left
over. What quotient and remainder did she model?
A.
B.
C.
D.
quotient: 7 remainder: 2
quotient: 6 remainder: 5
quotient: 6 remainder: 4
quotient: 6 remainder: 2
____ 19. Look at the model. What division does it show?
A.
B.
C.
D.
4 ÷3
12 ÷ 4
12 ÷ 3
13 ÷ 3
4
Name: ________________________
ID: A
20. Stefan says this quick picture shows 31 ÷ 4. Is he correct? What other
division does the picture model? Explain.
____ 21. Taylor took 560 photographs while on summer vacation. She wants to
place an equal number of photos in each of 7 albums. How many photos
will Taylor place in each album?
A.
B.
C.
D.
7
8
70
80
____ 22. Which number sentence is not true?
A.
B.
C.
D.
200 ÷ 5 = 50
400 ÷ 8 = 50
2,000 ÷ 4 = 500
4,000 ÷ 4 = 1,000
____ 23. A crayon factory packs 5 crayons in a sample pack. The factory gives
sample packs to visitors under 12. How many sample packs can be made
with 2,500 crayons?
A.
B.
C.
D.
5
50
500
5,000
____ 24. Bayshore Elementary students collected $3,200 for new library books.
Each of the 8 classes collected the same amount. How much did each
class collect?
A.
B.
C.
D.
$4,000
$400
$40
$4
5
Name: ________________________
ID: A
25. A factory packs 6 bars of soap into each family pack. Explain how to use
basic facts and place value to find how many family packs can be made
with 5,400 bars of soap.
____ 26. On Friday, 278 fourth graders went on a field trip to the Arizona State
Museum. The staff divided them into 7 tour groups. Which is the best
estimate of the number of students in each tour group?
A.
B.
C.
D.
50
40
20
7
____ 27. Amanda and her four sisters divided 1,021 stickers equally. About how
many stickers did each girl receive?
A.
B.
C.
D.
about 300
about 250
about 200
about 100
____ 28. Use compatible numbers to estimate the quotient 531 ÷ 6. Which is the
best estimate?
A.
B.
C.
D.
9
90
900
9,000
____ 29. For Earth Day, 264 students helped out at a tree farm. The staff divided the
students into 9 teams. Which is the best estimate of the number of
students on each team?
A.
B.
C.
D.
30
36
40
50
30. Mathias and his brother divided 2,029 marbles equally. About how many
marbles did each of them receive? Explain how to use compatible numbers
to solve.
6
Name: ________________________
ID: A
____ 31. Lakya is using the Distributive Property to divide 128 by 4. Which does not
show a way she could break apart the dividend?
A.
B.
C.
D.
128 ÷ 4 = (100 ÷ 4) + (28 ÷ 4)
128 ÷ 4 = (120 ÷ 4) + (8 ÷ 4)
128 ÷ 4 = (64 ÷ 4) + (64 ÷ 4)
128 ÷ 4 = (12 ÷ 4) + (28 ÷ 4)
____ 32. Dawn has 48 finger puppets in 3 baskets. Each basket has the same
number of puppets. How many puppets are in each basket?
A.
B.
C.
D.
14
15
16
18
____ 33. The Distributive Property can help you divide. Which is not a way to break
apart the dividend to find the quotient of 132 ÷ 6?
A.
B.
C.
D.
(120 ÷ 6) + (12 ÷ 6)
(100 ÷ 6) + (32 ÷ 6)
(90 ÷ 6) + (42 ÷ 6)
(72 ÷ 6) + (60 ÷ 6)
____ 34. Gordon took batting practice with a pitching machine. He hit 104 pitches in
8 minutes. If Gordon hit the same number of pitches, how many pitches did
he hit each minute?
A.
B.
C.
D.
12
13
14
15
35. Steve has 68 tulips to divide into vases. There will be 4 tulips in each vase.
Explain a way to use the Distributive Property to find the number of vases
Steve will need.
7
Name: ________________________
ID: A
____ 36. There are 60 people waiting for a river raft ride. Each raft holds 15 people.
Which number sentence can be used to find how many rafts will be
needed?
A.
B.
C.
D.
60 − 15 − 15 − 15 − 15 = 0
60 − 15 = 45
60 + 15 = 75
60 − 30 − 15 = 15
____ 37. There are 48 people waiting for a fishing tour. Each tour boat holds 12
people. Which number sentence can be used to find how many boats will
be needed?
A.
B.
C.
D.
12 + 48 = 60
48 − 12 = 36
48 − 24 = 24
48 − 12 − 12 − 12 − 12 = 0
____ 38. Jessie has 80 rubber bracelets. She arranges the bracelets in piles of 4.
Which model shows 80 ÷ 4?
A.
B.
C.
D.
8
Name: ________________________
ID: A
39. Explain how this model shows how to find a quotient and remainder.
____ 40. Keith wants to fill 9 pages of his photo album with the same number of
photographs on each page. If Keith has 117 photographs, how many
photographs will he put on each page?
A.
B.
C.
D.
8
13
17
23
____ 41. Diego bought 488 frozen yogurt bars in 4 different flavors for a party. If he
bought the same number of each flavor, how many of each flavor did Diego
buy?
A.
B.
C.
D.
221
211
122
62
____ 42. Three popcorn stores donated a total of 636 bags of popcorn for the school
fair. If each store donated the same number of bags, how many bags of
popcorn did each store donate?
A.
B.
C.
D.
112
202
210
212
____ 43. Sam filled 6 toy boxes with the same number of toys in each box. If he had
144 toys, how many toys did he put in each toy box?
A.
B.
C.
D.
150
24
22
14
9
Name: ________________________
ID: A
44. Laina and Frank used partial quotients to find the quotient 327 ÷ 3. Laina’s
quotient is 19, but Frank’s quotient is 109. Who is correct? Explain.
____ 45. Zack needs to divide these base-ten blocks into 3 equal groups.
Which model shows how many should be in each equal group?
A.
B.
C.
D.
10
Name: ________________________
ID: A
____ 46. Emily earned $72 in 6 days walking dogs. She earned the same amount
each day. How much did she earn each day?
A.
B.
C.
D.
$22
$14
$13
$12
____ 47. Ethan needs to divide these base-ten blocks into 3 equal groups.
Which model shows how many should be in each equal group?
A.
B.
C.
D.
11
Name: ________________________
ID: A
____ 48. Zora blinked her eyes 96 times in 4 minutes. She blinked the same number
of times each minute. How many times did Zora blink in one minute?
A.
B.
C.
D.
22
23
24
25
49. Before finding 80 ÷ 5, Tess said she will need to regroup tens. Do you
agree? Explain.
____ 50. Jake writes a division problem to find out how he can distribute 543
marbles among 7 of his friends. In what place is the first digit of the
quotient?
A.
B.
C.
D.
thousands
hundreds
tens
ones
____ 51. Sylvia plans to place 617 stamps in an album. Each page of the album
holds 5 stamps. She uses division to find out how many full pages she will
have. In what place is the first digit of the quotient?
A.
B.
C.
D.
hundreds
ones
tens
thousands
____ 52. Jim will use division to find out how he can distribute 750 coupon books
among 9 stores. In what place is the first digit of the quotient?
A.
B.
C.
D.
ones
tens
hundreds
thousands
12
Name: ________________________
ID: A
____ 53. Hilda wants to save 825 digital photographs in an online album. Each folder
of the online album can save 6 photographs. She uses division to find out
how many full folders she will have. In what place is the first digit of the
quotient?
A.
B.
C.
D.
ones
tens
hundreds
thousands
54. Explain in which place you will write the first digit of the quotient 312 ÷ 5.
____ 55. Students made large soap bubbles at a party. They used 224 ounces of
dish soap to make the bubble mixture. The dish soap came in 4 containers
of the same size. How many ounces of dish soap were in each container?
A.
B.
C.
D.
51 ounces
55 ounces
56 ounces
66 ounces
____ 56. A toy manufacturer has 627 yo-yos to divide equally among 3 stores. How
many yo-yos will each store receive?
A. 29
B. 209
C. 219
D. 309
____ 57. Students are making pizza. They put a total of 108 ounces of cheese on 9
pizzas. Each pizza has the same amount of cheese. How many ounces of
cheese are on each pizza?
A.
B.
C.
D.
15 ounces
14 ounces
13 ounces
12 ounces
13
Name: ________________________
ID: A
____ 58. A store gave away 1,932 calendars in 7 days. They gave away the same
number of calendars each day. How many calendars did the store give
away each day?
A.
B.
C.
D.
276
281
286
776
59. An office supply store packed 416 notepads with the same number in each
of 4 boxes. Milo said there are exactly 100 notepads in each box. Do you
agree? Explain.
14
ID: A
Chapter 4 Practice Test
Answer Section
1. ANS: D
PTS: 1
DIF: average
REF: Lesson 6: Interpret the Remainder
OBJ: Use remainders to solve division problems.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
KEY: remainder | divisor | dividend | quotient
NOT: Operations and Algebraic Thinking
2. ANS: C
PTS: 1
DIF: average
REF: Lesson 6: Interpret the Remainder
OBJ: Use remainders to solve division problems.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
KEY: remainder | divisor | dividend | quotient
NOT: Operations and Algebraic Thinking
3. ANS: B
PTS: 1
DIF: average
REF: Lesson 6: Interpret the Remainder
OBJ: Use remainders to solve division problems.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
KEY: remainder | divisor | dividend | quotient
NOT: Operations and Algebraic Thinking
1
ID: A
4. ANS: B
PTS: 1
DIF: average
REF: Lesson 6: Interpret the Remainder
OBJ: Use remainders to solve division problems.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
KEY: remainder | divisor | dividend | quotient
NOT: Operations and Algebraic Thinking
5. ANS:
No; Possible explanation: 37 ÷ 8 is 4 r5. The remainder, 5, represents the
number of cars that will be left without a ride. The harbor master needs to
plan 5 rides for every car to go on the ferry.
PTS: 1
DIF: average
REF: Lesson 6: Interpret the Remainder
OBJ: Use remainders to solve division problems.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
KEY: remainder | divisor | dividend | quotient
NOT: Operations and Algebraic Thinking
6. ANS: A
PTS: 1
DIF: average
REF: Lesson 7: Problem Solving • Multistep Division Problems
OBJ: Solve problems by using the strategy draw a diagram.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
NOT: Operations and Algebraic Thinking
2
ID: A
7. ANS: C
PTS: 1
DIF: average
REF: Lesson 7: Problem Solving • Multistep Division Problems
OBJ: Solve problems by using the strategy draw a diagram.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
NOT: Operations and Algebraic Thinking
8. ANS: C
PTS: 1
DIF: average
REF: Lesson 7: Problem Solving • Multistep Division Problems
OBJ: Solve problems by using the strategy draw a diagram.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
NOT: Operations and Algebraic Thinking
9. ANS: D
PTS: 1
DIF: average
REF: Lesson 7: Problem Solving • Multistep Division Problems
OBJ: Solve problems by using the strategy draw a diagram.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
NOT: Operations and Algebraic Thinking
3
ID: A
10. ANS:
6 rows; Possible explanation: I added 18 + 9 + 15 + 12 = 54 to find the total
number of people. Then I divided 54 by 9 to find the number of rows of
chairs needed, 6.
PTS: 1
DIF: average
REF: Lesson 7: Problem Solving • Multistep Division Problems
OBJ: Solve problems by using the strategy draw a diagram.
NAT: CC.4.OA.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations,
including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
TOP: Use the four operations with whole numbers to solve problems.
NOT: Operations and Algebraic Thinking
11. ANS: B
PTS: 1
DIF: average
REF: Lesson 37: Estimate Quotients Using Multiples
OBJ: Use multiples to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: multiple | counting number
NOT: Number and Operations in Base Ten
12. ANS: A
PTS: 1
DIF: average
REF: Lesson 37: Estimate Quotients Using Multiples
OBJ: Use multiples to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: multiple | counting number
NOT: Number and Operations in Base Ten
4
ID: A
13. ANS: C
PTS: 1
DIF: average
REF: Lesson 37: Estimate Quotients Using Multiples
OBJ: Use multiples to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: multiple | counting number
NOT: Number and Operations in Base Ten
14. ANS: B
PTS: 1
DIF: average
REF: Lesson 37: Estimate Quotients Using Multiples
OBJ: Use multiples to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: multiple | counting number
NOT: Number and Operations in Base Ten
15. ANS:
Possible explanation: I think of numbers multiplied by 3 that have products
close to 192. 60 × 3 = 180, which is less than 192, and 70 × 3 = 210, which
is greater than 192. I estimate 60 boxes because 192 is closer to 180 than
to 210.
PTS: 1
DIF: average
REF: Lesson 37: Estimate Quotients Using Multiples
OBJ: Use multiples to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: multiple | counting number
NOT: Number and Operations in Base Ten
5
ID: A
16. ANS: D
PTS: 1
DIF: average
REF: Lesson 38: Investigate • Remainders
OBJ: Use models to divide whole numbers that do not divide evenly.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: remainder | divisor | dividend | quotient
NOT: Number and Operations in Base Ten
17. ANS: B
PTS: 1
DIF: average
REF: Lesson 38: Investigate • Remainders
OBJ: Use models to divide whole numbers that do not divide evenly.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: remainder | divisor | dividend | quotient
NOT: Number and Operations in Base Ten
18. ANS: C
PTS: 1
DIF: average
REF: Lesson 38: Investigate • Remainders
OBJ: Use models to divide whole numbers that do not divide evenly.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: remainder | divisor | dividend | quotient
NOT: Number and Operations in Base Ten
6
ID: A
19. ANS: D
PTS: 1
DIF: average
REF: Lesson 38: Investigate • Remainders
OBJ: Use models to divide whole numbers that do not divide evenly.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: remainder | divisor | dividend | quotient
NOT: Number and Operations in Base Ten
20. ANS:
Yes, 31 ÷ 4 is 7 with a remainder of 3; Possible explanation: Stefan divided
31 circles into 4 equal groups, with 3 left over. The picture also shows 31
circles put into groups of 7. There are 3 left over showing 31 ÷ 7 is 4 with a
remainder of 3.
PTS: 1
DIF: average
REF: Lesson 38: Investigate • Remainders
OBJ: Use models to divide whole numbers that do not divide evenly.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: remainder | divisor | dividend | quotient
NOT: Number and Operations in Base Ten
7
ID: A
21. ANS: D
PTS: 1
DIF: average
REF: Lesson 39: Divide Tens, Hundreds, and Thousands
OBJ: Divide tens, hundreds, and thousands by whole numbers through
10.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
22. ANS: A
PTS: 1
DIF: average
REF: Lesson 39: Divide Tens, Hundreds, and Thousands
OBJ: Divide tens, hundreds, and thousands by whole numbers through
10.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
23. ANS: C
PTS: 1
DIF: average
REF: Lesson 39: Divide Tens, Hundreds, and Thousands
OBJ: Divide tens, hundreds, and thousands by whole numbers through
10.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
8
ID: A
24. ANS: B
PTS: 1
DIF: average
REF: Lesson 39: Divide Tens, Hundreds, and Thousands
OBJ: Divide tens, hundreds, and thousands by whole numbers through
10.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
25. ANS:
Possible explanation: I think of 5,400 as 54 hundreds. I know 54 ÷ 6 = 9 , so
54 hundreds divided by 6 is 9 hundreds, or 900. So, 900 family packs can
be made with 5,400 bars of soap.
PTS: 1
DIF: average
REF: Lesson 39: Divide Tens, Hundreds, and Thousands
OBJ: Divide tens, hundreds, and thousands by whole numbers through
10.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
26. ANS: B
PTS: 1
DIF: average
REF: Lesson 40: Estimate Quotients Using Compatible Numbers
OBJ: Use compatible numbers to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: compatible numbers
NOT: Number and Operations in Base Ten
9
ID: A
27. ANS: C
PTS: 1
DIF: average
REF: Lesson 40: Estimate Quotients Using Compatible Numbers
OBJ: Use compatible numbers to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: compatible numbers
NOT: Number and Operations in Base Ten
28. ANS: B
PTS: 1
DIF: average
REF: Lesson 40: Estimate Quotients Using Compatible Numbers
OBJ: Use compatible numbers to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: compatible numbers
NOT: Number and Operations in Base Ten
29. ANS: A
PTS: 1
DIF: average
REF: Lesson 40: Estimate Quotients Using Compatible Numbers
OBJ: Use compatible numbers to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: compatible numbers
NOT: Number and Operations in Base Ten
10
ID: A
30. ANS:
Possible explanation: Compatible numbers are numbers that are easy to
work with mentally. I can think of multiples of 2: 2; 20; 200; 2,000. 2,029 is
close to 2,000, so each brother received about 1,000 marbles.
PTS: 1
DIF: average
REF: Lesson 40: Estimate Quotients Using Compatible Numbers
OBJ: Use compatible numbers to estimate quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: compatible numbers
NOT: Number and Operations in Base Ten
31. ANS: D
PTS: 1
DIF: average
REF: Lesson 41: Investigate • Division and the Distributive Property
OBJ: Use the Distributive Property to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: Distributive Property
NOT: Number and Operations in Base Ten
32. ANS: C
PTS: 1
DIF: average
REF: Lesson 41: Investigate • Division and the Distributive Property
OBJ: Use the Distributive Property to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: Distributive Property
NOT: Number and Operations in Base Ten
11
ID: A
33. ANS: B
PTS: 1
DIF: average
REF: Lesson 41: Investigate • Division and the Distributive Property
OBJ: Use the Distributive Property to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: Distributive Property
NOT: Number and Operations in Base Ten
34. ANS: B
PTS: 1
DIF: average
REF: Lesson 41: Investigate • Division and the Distributive Property
OBJ: Use the Distributive Property to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: Distributive Property
NOT: Number and Operations in Base Ten
35. ANS:
Possible explanation: You need to divide 68 by 4. To divide 68 ÷ 4, you can
rename 68 as 36 + 32. Then you can use 68 ÷ 4 = (36 ÷ 4) + (32 ÷ 4), which
is 9 + 8. So, 68 ÷ 4 = 17.
PTS: 1
DIF: average
REF: Lesson 41: Investigate • Division and the Distributive Property
OBJ: Use the Distributive Property to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: Distributive Property
NOT: Number and Operations in Base Ten
12
ID: A
36. ANS: A
PTS: 1
DIF: average
REF: Lesson 42: Investigate • Divide Using Repeated Subtraction
OBJ: Use repeated subtraction and multiples to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
37. ANS: D
PTS: 1
DIF: average
REF: Lesson 42: Investigate • Divide Using Repeated Subtraction
OBJ: Use repeated subtraction and multiples to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
38. ANS: C
PTS: 1
DIF: average
REF: Lesson 42: Investigate • Divide Using Repeated Subtraction
OBJ: Use repeated subtraction and multiples to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
13
ID: A
39. ANS:
Possible explanation: the model shows 29 ÷ 5 is 5 with a remainder of 4.
You begin at 29 and make jumps of 5 backward to subtract until you can no
longer subtract 5. The number of jumps is the quotient. The number you
land on is the remainder.
PTS: 1
DIF: average
REF: Lesson 42: Investigate • Divide Using Repeated Subtraction
OBJ: Use repeated subtraction and multiples to find quotients.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
40. ANS: B
PTS: 1
DIF: average
REF: Lesson 43: Divide Using Partial Quotients
OBJ: Use partial quotients to divide.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: partial quotient
NOT: Number and Operations in Base Ten
41. ANS: C
PTS: 1
DIF: average
REF: Lesson 43: Divide Using Partial Quotients
OBJ: Use partial quotients to divide.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: partial quotient
NOT: Number and Operations in Base Ten
14
ID: A
42. ANS: D
PTS: 1
DIF: average
REF: Lesson 43: Divide Using Partial Quotients
OBJ: Use partial quotients to divide.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: partial quotient
NOT: Number and Operations in Base Ten
43. ANS: B
PTS: 1
DIF: average
REF: Lesson 43: Divide Using Partial Quotients
OBJ: Use partial quotients to divide.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: partial quotient
NOT: Number and Operations in Base Ten
44. ANS:
Frank; Possible explanation: Frank used 100 as the first partial quotient
(100 × 3 = 300) and 9 as the next partial quotient (9 × 3 = 27). When you
add the partial quotients, 100 + 9 = 109 . Laina’s error may have been that
she recorded 10 instead of 100 as the partial quotient.
PTS: 1
DIF: average
REF: Lesson 43: Divide Using Partial Quotients
OBJ: Use partial quotients to divide.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
KEY: partial quotient
NOT: Number and Operations in Base Ten
15
ID: A
45. ANS: A
PTS: 1
DIF: average
REF: Lesson 44: Investigate • Model Division with Regrouping
OBJ: Use base-ten blocks to model division with regrouping.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
46. ANS: D
PTS: 1
DIF: average
REF: Lesson 44: Investigate • Model Division with Regrouping
OBJ: Use base-ten blocks to model division with regrouping.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
47. ANS: B
PTS: 1
DIF: average
REF: Lesson 44: Investigate • Model Division with Regrouping
OBJ: Use base-ten blocks to model division with regrouping.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
16
ID: A
48. ANS: C
PTS: 1
DIF: average
REF: Lesson 44: Investigate • Model Division with Regrouping
OBJ: Use base-ten blocks to model division with regrouping.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
49. ANS:
Yes. Possible explanation: using base-ten blocks, divide 8 tens by placing
1 ten in each of 5 groups. You cannot divide the 3 tens left into 5 groups,
so you regroup 3 tens as 30 ones. You can put 6 ones in each group. So
80 ÷ 5 = 1 ten 6 ones, or 16.
PTS: 1
DIF: average
REF: Lesson 44: Investigate • Model Division with Regrouping
OBJ: Use base-ten blocks to model division with regrouping.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
50. ANS: C
PTS: 1
DIF: average
REF: Lesson 45: Place the First Digit
OBJ: Use place value to determine where to place the first digit of a
quotient.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
17
ID: A
51. ANS: A
PTS: 1
DIF: average
REF: Lesson 45: Place the First Digit
OBJ: Use place value to determine where to place the first digit of a
quotient.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
52. ANS: B
PTS: 1
DIF: average
REF: Lesson 45: Place the First Digit
OBJ: Use place value to determine where to place the first digit of a
quotient.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
53. ANS: C
PTS: 1
DIF: average
REF: Lesson 45: Place the First Digit
OBJ: Use place value to determine where to place the first digit of a
quotient.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
18
ID: A
54. ANS:
Possible explanation: look at the hundreds in 312. There are not enough
hundreds to divide by 5, so regroup hundreds as tens. The first digit of the
quotient will be in the tens place.
PTS: 1
DIF: average
REF: Lesson 45: Place the First Digit
OBJ: Use place value to determine where to place the first digit of a
quotient.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
55. ANS: C
PTS: 1
DIF: average
REF: Lesson 46: Divide by 1-Digit Numbers
OBJ: Divide multidigit numbers by 1-digit divisors.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
56. ANS: B
PTS: 1
DIF: average
REF: Lesson 46: Divide by 1-Digit Numbers
OBJ: Divide multidigit numbers by 1-digit divisors.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
19
ID: A
57. ANS: D
PTS: 1
DIF: average
REF: Lesson 46: Divide by 1-Digit Numbers
OBJ: Divide multidigit numbers by 1-digit divisors.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
58. ANS: A
PTS: 1
DIF: average
REF: Lesson 46: Divide by 1-Digit Numbers
OBJ: Divide multidigit numbers by 1-digit divisors.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
59. ANS:
I disagree; Possible explanation: I can use multiplication to check division.
4 × 100 = 400 . There are still 16 notepads that Milo’s answer does not
include. 416 ÷ 4 = 104 . Check: 4 × 104 = 416 .
PTS: 1
DIF: average
REF: Lesson 46: Divide by 1-Digit Numbers
OBJ: Divide multidigit numbers by 1-digit divisors.
NAT: CC.4.NBT.6 Find whole-number quotients and remainders with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
TOP: Use place value understanding and properties of operations to
perform multi-digit arithmetic.
NOT: Number and Operations in Base Ten
20