Multiplication and Division of Decimals

Lesson 12

Math

Unit 6

5th Grade

Lesson 12 of 24

Objective


Divide a decimal by a two-digit whole number that requires decomposition in the smallest place.

Common Core Standards


Core Standards

  • 5.NBT.B.7 — Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Foundational Standards

  • 5.NBT.A.1
  • 5.NBT.A.2
  • 5.NBT.B.6

Criteria for Success


  1. Estimate quotients of decimals divided by two-digit numbers by finding nearby compatible numbers, using that estimate to approximate the leading value in the actual quotient.
  2. Adjust an estimate when the estimate would yield too large or too small a result.
  3. Divide a decimal to the hundredths place by a two-digit whole number in which the smallest place-value unit needs to be decomposed using general methods, including using a base ten diagram and/or algorithms (like the partial quotients algorithm or the standard algorithm, also known as long division).
  4. Check the answer to a division problem by using inverse operations, multiplying the quotient by the divisor and seeing if the product is equivalent to the dividend.
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Anchor Tasks


Problem 1

Two different sports teams are doing fundraising to be able to afford their uniforms. The softball team needs to raise $90 between the twelve players on the team. The hockey team needs to raise $174 between the 24 players on the team. If each player raises the same amount of money, does each softball player or hockey player need to raise more?

Guiding Questions

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Problem 2

Solve. Show or explain your work.

a.   133.6 ÷ 16

b.   18.7 ÷ 22

c.   4.2 ÷ 75

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • What division problem did you come up with for #2(b)? Is it possible to create a pair of division problems whose quotient and whole-number remainder look equal and actually are equal when decimal division is used?
  • The quotients for #3(a) and (b) are the same. Divide them again. This time, do not go beyond the ones place. Compare the whole-number remainders. What do you notice? Are the division equations equal to each other? Why or why not?
  • We expressed our remainders today using decimals. Does it always make sense to do this? Give an example of a situation where a whole-number remainder makes more sense. Do you notice a pattern to these examples?

Target Task


Solve. Show or explain your work.

a.   90 ÷ 25

b.   21 ÷ 56

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

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Lesson 11

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Lesson 13

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Multiplying Decimals

Topic B: Dividing Decimals

Topic C: Decimal Expressions and Real-World Problems

Topic D: Measurement Conversion and Real-World Problems

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