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Lesson 16: I can use divide by 10 patterns for multi-digit whole number division 5th Grade Module 2 – Lesson 16

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Time to Sprint! 2.E.8 & 2.E.9 5th Grade Module 2 – Lesson 16

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Get Your White Board Ready & Lets Practice Rounding 5th Grade Module 2 – Lesson 16 32 = ___ Round Each Number to the Nearest Ten 30 47 = ___ 50 18 = ___ 20 52 = ___ 50 74 = ___ 70 85 = ___ 90 15 = ___ 20

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Lets practice skip counting or group counting 5th Grade Module 2 – Lesson 16 Count by threes and stop at 30. Now lets count by 3 tens. Stop when I raise my hand. Now lets count by 3 tens. Stop when I raise my hand. STOP Say 9 tens in standard form 3 tens… 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 GO! Keep on group counting by 3 tens… GO! Keep on group counting by 3 tens…

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Application Problem 5th Grade Module 2 – Lesson 16 The area of a vegetable garden is 200 ft 2. The width is 10 ft. Whats the length of the vegetable garden? Solution on next slide…

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5th Grade Module 2 – Lesson 16 Solution

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5th Grade Module 2 – Lesson 16 Concept Development 420 ÷ 10 Lets use number disks to solve this problem. Draw 420 on your white board using number disks. 100 10 What is 420 in Unit Form? Lets Divide. What is 1 hundred divided by 10? Lets Divide. What is 1 hundred divided by 10? 10 So if 1 hundred divided by 10 is 10, What is 4 hundreds divided by 10? 10 So if 1 hundred divided by 10 is 10, What is 4 hundreds divided by 10? 4 tens. Lets show that division with our number disks. Draw an arrow showing ÷ 10. Record with me. 4 tens. Lets show that division with our number disks. Draw an arrow showing ÷ 10. Record with me. What is 1 ten divided by 10? 1 So if 1 ten divided by 10 is 1 What is 2 tens divided by 10? 1 So if 1 ten divided by 10 is 1 What is 2 tens divided by 10? 2 ones. Lets show that with number disks. Draw with me. 2 ones. Lets show that with number disks. Draw with me. Lets read the original problem with the solution 420 ÷ 10 = 42 Lets read the original problem with the solution 420 ÷ 10 = 42 ÷ 10 10 1 1 4 hundreds 2 tens 420 4 tens 2 ones 42 ÷ 10

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5th Grade Module 2 – Lesson 16 420 ÷ 10 Lets solve this problem again using our place value mats without the disks. Show 420 in numerical form on your mat. 1,000,000 millions 100,000 hundred thousands 10,000 ten thousands 1,000 thousands 100 hundreds 10 tens 1 ones 0.1 tenths 0.01 hundredths 0.001 thousandths 4 2 0 When we divide this whole number by 10, will the quotient be greater than or less than 420? Turn & Talk When we divide this whole number by 10, will the quotient be greater than or less than 420? Turn & Talk If it will be less what direction will the digits shift when we divide by 10? How many places? So, we will shift to the right one place. Cross out the digits and use arrows to show the shifting of the digits on your place value chart. Check with your partner when youre finished. So, we will shift to the right one place. Cross out the digits and use arrows to show the shifting of the digits on your place value chart. Check with your partner when youre finished. 4 2 0 ÷ 10 420 ÷ 10 = 42

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1,600 ÷ 100 = 5th Grade Module 2 – Lesson 16 Work with your partner to solve this problem. Solve using your place value chart. Work with your partner to solve this problem. Solve using your place value chart. What is the solution? 16 Lets try to solve this problem now using our knowledge of place value. Lets say 1,600 in unit form. How many hundreds in 1,600? Lets try to solve this problem now using our knowledge of place value. Lets say 1,600 in unit form. How many hundreds in 1,600? 1,600 ÷ 100 = 16 hundreds 16 hundreds is divided by what? ÷ 1 hundred Visualize what will happen to the digits in 1,600 when we divide by 100. Tell your partner what will happen. Visualize what will happen to the digits in 1,600 when we divide by 100. Tell your partner what will happen. What is our complete division equation in unit form? Tell Your Partner What is our complete division equation in unit form? Tell Your Partner 16 hundreds ÷ 1 hundred = 16 ones 16 hundreds ÷ 1 hundred = 16 ones Why did our unit change from hundreds to ones? Turn & Talk Why did our unit change from hundreds to ones? Turn & Talk

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24,000 ÷ 600 5th Grade Module 2 – Lesson 16 How is this problem different from the others weve solved? Turn & Talk Our divisor this time is 600. Can we decompose 600 with 100 as a factor? 100 x 6 = 600 Lets rewrite our problem by taking out the 100 100 x 6 = 600 Lets rewrite our problem by taking out the 100 24,000 ÷ 600 = 24,000 ÷ 100 ÷ 6 24,000 ÷ 600 = 24,000 ÷ 100 ÷ 6 What is 24,000 ÷ 100 What is 24,000 ÷ 100 ÷ 6 24,000 ÷ 100 = 240 Are we finished though? 24,000 ÷ 100 = 240 Are we finished though? No! We still need to divide by 6. What is 240 ÷ 6? Solve it on your white board! No! We still need to divide by 6. What is 240 ÷ 6? Solve it on your white board! = 40 Lets say the original division equation with the quotient. 24,000 ÷ 600 = 40 240

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5th Grade Module 2 – Lesson 16 180,000 ÷ 9,000 How can we re-write this division problem so the 9,000 is decomposed with 1,000 as a factor? Turn & Write it with your Partner. 180,000 ÷ 1,000 ÷ 9 Work with your partner to solve. If you want, you may use your place value chart to help. Click for Solution

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Get Ready to Complete the Problem Set on Your Own! Complete Pages 2.E.10 – 2.E.12 You will have 15 minutes to work. Try your Best! 5th Grade Module 2 – Lesson 16

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When solving the questions in Problem 1, did you find using number disks to be helpful? Why or why not? Look back at your solutions to Problem 2 (a–f). What pattern did you find? Can you explain the relationship between the quotients? How did your knowledge of basic facts help you as you solved the questions in Problem 2? Talk with your neighbor about your thought process as you solved Problem 3(b).

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5th Grade Module 2 – Lesson 16 Look back at Problem 4. What did you notice about the correct answer in Kim and Carters problem and the quotient in 4(b)? Can you create a similar division problem that would yield the same quotient? What about a problem with a quotient that is 10 times greater? 100 times greater? 1 tenth as large? Use Problem 4 to generate a word problem where the quotient (500) represents the number of groups of 400 that can be made from 8,000. Then, generate a situation where the quotient (500) represents the size of each of 400 groups.

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5th Grade Module 2 – Lesson 16 EXIT TICKET Page 2.E.13

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