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TOPIC C: Division of Whole Numbers
TOPIC C: Division of Whole Numbers
Dear Family,
Your student is learning to find quotients of multi-digit dividends and divisors. Earlier in grade 4, they used a variety of methods to solve division problems with one-digit divisors. Now in grade 5, your student uses these familiar methods to divide by a two-digit divisor. They use area models to help them solve and understand the vertical form of division. They also use familiar estimation strategies that help them determine whether their answers make sense. Students solve word problems and explain the meaning of quotients and remainders, which is important later in grade 5 when they solve multi-step word problems.
KEY TERM
dividend
AT HOME ACTIVITY
Division Situations
Look for opportunities to help your student divide with multi-digit numbers in everyday life. Depending on the situation, they can estimate to find the approximate quotient, use a written method to find the exact quotient, or both. Talk about what the quotients and the remainders mean, and how your student knows an answer makes sense.
• Find packages of paper towels or toilet paper at the store or in an advertisement that have 10 or more rolls in the package. Look for the total amount of square feet on the label. Ask your student to divide the total square feet by the number of rolls in the package to find how many square feet are in each roll.
• Research to find the amount of money people in different careers earn in a year. Ask your student to determine the amount of money each of their classmates would get if that quantity were shared equally among them.
Find a sample of our lessons below to help support MATH TALK at home.
Students also have these in their APPLY workbook.
Lesson 12
Divide two- and three-digit numbers by multiples of 10.
I can divide multi-digit numbers by multiples of 10 and record my work in vertical form. I can repeatedly draw units of the divisor in a tape diagram to help me see how many groups of the divisor fit in the dividend. Using multiplication and division facts helps me estimate quotients.
EM2_G5_M1_TC_L12_PracticePartner.pdfEM2_G5_M1_TC_L12_PracticeSolutions.pdfLesson 13
Divide two-digit numbers by two-digit numbers in problems that result in one-digit quotients.
I can divide two-digit by two-digit numbers and record my work in vertical form. I can estimate to check whether a quotient is reasonable. I can find the quotient and then check my answer by using multiplication. I can interpret quotients and remainders in word problems.
EM2_G5_M1_TC_L13_PracticePartner.pdfEM2_G5_M1_TC_L13_PracticeSolutions.pdfLesson 14
Divide three-digit numbers by two-digit numbers in problems that result in one-digit quotients.
When I look at a division problem, I know whether the quotient is less than or greater than 10. I understand I can use the same thinking to divide, whether the dividend has three digits or two digits.
EM2_G5_M1_TC_L14_PracticePartner.pdfEM2_G5_M1_TC_L14_PracticeSolutions.pdfLesson 15
Divide three-digit numbers by two-digit numbers in problems that result in two-digit quotients.
I can use partial quotients to divide. I understand how to record my thinking in an area model and in vertical form. I know the quotient is the sum of the partial quotients.
EM2_G5_M1_TC_L15_PracticePartner.pdfEM2_G5_M1_TC_L15_PracticeSolutions.pdfLesson 16
Divide four-digit numbers by two-digit numbers.
I can use estimation to determine whether a quotient is reasonable and I can use estimation to help find partial quotients. I know how to interpret quotients and remainders in real-world situations.
EM2_G5_M1_TC_L16_PracticePartner (1).pdfEM2_G5_M1_TC_L16_PracticeSolutions.pdfReport abuse