Math facts are the keys that open the doors to being able to solve harder computation and word problems.
Timed tests do not help children learn math facts, strategies do! After showing what division means, students should memorize the division facts.
If Common Core matters in your area, we offer books with and without mention of Common Core. See below for a list of Common Core State Standards that Ten Divided by Five Is Not Five supports.
Six sections of workbook pages help students of any age become fluent with and memorize division facts. The book is designed to introduce division facts based on a student’s knowledge of multiplication facts.
Included: How to Use This Book, a Guide to Introducing Division, 58 worksheets for written practice and review, record-keeping and assessment pages, a certificate of mastery and answer pages.
- Teachers, homeschool parents, special education and math resource teachers can use Ten Divided by Five Is Not Five to teach students in any grade level, including adult basic skills programs!
- Math facts are practiced throughout the book.
- This workbook includes word math problems too!
- Workbook pages have a clean design to appeal to both younger students and older students, including those in remedial math classes.
- Students will see that they can be successful in completing pages without counting on fingers or using a chart!
Our books are available at your favorite school supply store, bookseller, or you can use the order form or buy here on the website.
Ten Divided by Five Is Not Five supports the following Common Core State Standards:
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.8 Solve two-step word problems using the four operations. 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.3
3.MD.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
* Scuffed cover books are new but have slightly scuffed or bent edge covers.
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