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**5th Grade Module 2 – Lesson 26**

Lesson 26: I can divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method. 5th Grade Module 2 – Lesson 26

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**Rename Tenths & Hundredths**

Write each number as a decimal. 10 hundredths 9 hundredths 90 hundredths 100 tenths 90 tenths 10 tenths 93 tenths 800 tenths 483 tenths 970 hundredths 8,000 hundredths 97 hundredths 5,946 hundredths 5th Grade Module 2 – Lesson 26

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**Divide Decimals by Multiples of 10**

Solve by expressing the whole in tenths Solve with 3 steps and by taking out the ten 1.2 ÷ 3 = 1.2 ÷ 30 = 12 tenths ÷ 3 = 4 tenths 1.2 ÷ 10 ÷ 3 = 0.12 ÷ 3 = 0.04 5th Grade Module 2 – Lesson 26

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**Divide Decimals by Multiples of 10**

Solve by expressing the whole in tenths Solve with 3 steps and by taking out the ten 9.6 ÷ 3 = 9.6 ÷ 30 = 96 tenths ÷ 3 = 32 tenths 9.6 ÷ 10 ÷ 3 = 0.96 ÷ 3 = 0.32 5th Grade Module 2 – Lesson 26

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**Divide Decimals by Multiples of 10**

Solve by expressing the whole in tenths Solve with 3 steps and by taking out the ten 0.45 ÷ 5 = 0.45 ÷ 50 = 45 hundredths ÷ 5 = 9 hundredths 0.45 ÷ 10 ÷ 5 = 0.045 ÷ 5 = 0.009 5th Grade Module 2 – Lesson 26

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**5th Grade Module 2 – Lesson 26**

Application Problem Find the whole number quotient and remainder of the following two expressions. 201 ÷ ÷ 45 Use >,<, or = to complete compare the two expressions and justify your answer using decimal quotients. 5th Grade Module 2 – Lesson 26 * Click for answer

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**Application Problem Solution**

5th Grade Module 2 – Lesson 26

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**Solve using the Standard Algorithm**

Partner A solve Partner B solve 904 ÷ 32 = ________ 456 ÷ 16 = ________ Since the quotients and remainders are the same, does that necessarily mean the two division expressions are equivalent? What do you notice about these quotients? 5th Grade Module 2 – Lesson 26

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**5th Grade Module 2 – Lesson 26**

*Use ink tools to demonstrate the concept of extending to the decimal to compare. 5th Grade Module 2 – Lesson 26

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834.6 ÷ 26 Remember, it helps to estimate to find the quotient! Let’s do this one together. I will work on the board while you do the work in your journal. 26 5th Grade Module 2 – Lesson 26

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48.36 ÷ 39 Now solve for the actual quotient with your partner & check using multiplication. Before dividing, let’s reason about what our quotient might be. Estimate the quotient on your white board. 39 40 ones ÷ 40 = 1 one Is 1 a reasonable estimate? Check: 5th Grade Module 2 – Lesson 26

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**Now solve for the actual quotient with your partner.**

Check your work with multiplication. 8.61 ÷ 41 Before dividing, let’s reason about what our quotient might be. Will it be more than 1 or less than 1? 41 What would we record in the ones place if our quotient will be less than 1? Check: 5th Grade Module 2 – Lesson 26

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**Get Ready to Complete the Problem Set on Your Own!**

Complete Pages 2.G.34 & 2.G.35 You will have 15 minutes to work. Try your Best! Remember to Estimate Using Easily Identifiable Multiples! 5th Grade Module 2 – Lesson 26

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**5th Grade Module 2 – Lesson 26**

LET’S Debrief Explain how you could prove the equivalence of two division expressions with the same whole number quotients and remainders. Turn to your partner and compare your work and your thinking for Problem 1 (b). Explain how you check to see if your quotient’s decimal point is placed reasonably. How did the Application Problem connect to today’s lesson? How does your knowledge of multiplication facts help you with finding a reasonable estimate? 5th Grade Module 2 – Lesson 26

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**5th Grade Module 2 – Lesson 26**

EXIT TICKET Page 2.G.36 5th Grade Module 2 – Lesson 26

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