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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's try together: Let's do 384 ÷ 8. DIVIDE: 8 does not fit into 3, so we look at 38. How many 8s fit into 38? (4 — write it above the 8.) MULTIPLY: 4 × 8 = ? (32 — write it under the 38.) SUBTRACT: 38 − 32 = ? (6.) BRING DOWN: bring the 4 down to make 64, then repeat. DIVIDE: 64 ÷ 8 = ? (8.) MULTIPLY: 8 × 8 = 64. SUBTRACT: 64 − 64 = 0. Nothing is left to bring down, so the remainder is 0 and 384 ÷ 8 = 48. Check: 8 × 48 = 384.

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhat is 7 × 40?

   1. A280
   2. B47
   3. C2,800
   4. D28
3. 3

   Warm restartWhat is 96 ÷ 8?

   1. A11
   2. B12
   3. C14
   4. D8
4. 4

   Warm restartWhich multiplication fact helps you divide 200 by 5?

   1. A5 × 40 = 200
   2. B5 × 20 = 100
   3. C5 × 4 = 20
   4. D5 × 50 = 250

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it through1,680 ÷ 24 = ?

   1. A60
   2. B70
   3. C80
   4. D72

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughEstimate first: rounding to 1,600 ÷ 20 gives about how many pencils per room?

   1. A40
   2. B60
   3. C80
   4. D100

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughIf the pencils were split among 20 classrooms instead of 24, would each room get more or fewer?

   1. AMore, because the pencils are split among fewer rooms
   2. BFewer, because 20 is less than 24
   3. CThe same, because the total did not change
   4. DYou cannot tell

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelYou ran the cycle 3 times. What is 1,472 ÷ 8, and how did you know when to stop repeating divide, multiply, subtract, bring down?

   1,472 ÷ 8 = ___ because I repeated divide, multiply, subtract, and bring down until there were no digits left to bring down, and what was left at the end was ___.

Use the words

Fill each blank with a word from the bank.

• Long division repeats four steps: divide, multiply, subtract, ___ ___.
• In 84 ÷ 7, the number 84 being divided is the ___.
• In 84 ÷ 7, the number 7 that we divide by is the ___.
• The answer to a division problem is called the ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Divide Multi-Digit Numbers is skipping a placeholder zero in the quotient when a digit doesn't divide evenly, which shifts every digit after it out of place.
2. 10

   Say moreYou used long division for 1,344 ÷ 12. Walk through your divide, multiply, subtract, and bring down steps — what did each one tell you?

   First I divided ___ by 12 and wrote ___ in the quotient.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 2.5. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: What is 2,352 ÷ 16?

   1. A147
   2. B137
   3. C157
   4. D146

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 2.5Quick check — you've got this: A box plot has Q1 = 20 and Q3 = 36, with a least value of 10 and a greatest value of 50. What is the IQR, and what does it tell you?

   1. AIQR = 16; the middle half of the data spans 16 units
   2. BIQR = 40; the data spans 40 units from end to end
   3. CIQR = 56; the quartiles add to 56
   4. DIQR = 28; 28 is halfway between the quartiles
3. 14

   From Lesson 2.5Both classes have a median of 81. What do the smaller range and smaller IQR tell you about Class B?

   1. AClass B's scores are less spread out, so more students scored near the median
   2. BClass B's best score was higher
   3. CClass B had fewer students
   4. DClass B's median is actually larger

Be honest — this tells your teacher what to do next