Lesson 15: I can divide decimals using place value understanding, including remainders in the smallest unit.

Time to sprint! Your teacher will give you the sprint. 5th Grade Module 1 - Lesson 15

Get Your White Boards & Place Value Chart Ready! 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Draw 48 hundredths on your chart using dots ÷ 2 = ____ Solve this Division Problem 48 hundredths ÷ 2 = ___ hundredths = ___tenths ___ hundredths Now Solve Using the Standard Algorithm

Try Another Problem! 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Draw 42 hundredths on your chart using dots ÷ 3 = ____ Solve this Division Problem 42 hundredths ÷ 3 = ___ hundredths = ___tenths ___ hundredths Now Solve Using the Standard Algorithm

Try Another Problem! 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Draw 3.52 hundredths on your chart using dots ÷ 2 = ____ Solve this Division Problem 352 hundredths ÷ 2 = ___ hundredths = ___ one ___tenths ___ hundredths Now Solve Using the Standard Algorithm

Try Another Problem! 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Draw 96 tenths on your chart using dots. 96 tenths ÷ 8 = ___ Solve this Division Problem 96 tenths ÷ 8 = ___ tenths = ___ one ___tenths Now Solve Using the Standard Algorithm

Application Problem Jose bought a bag of 6 oranges for $2.82. He also bought 5 pineapples. He gave the cashier $20 and received $1.43 change. What did each pineapple cost?

Concept Development Note: Use ink tools to demonstrate the problem. This slide is not animated. 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths 1.7 ÷ ÷2 Get ready to solve the following problem with me. You will copy what I do onto your place value chart. I will also show you how to solve it using the standard algorithm, but you do not need to record that work. We will be learning how to divide decimals with a remainder. Get ready by showing 1.7 on your place value chart by drawing dots for the number disks.

Concept Development Note: Use ink tools to demonstrate the problem. This slide is not animated. 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths 2.6 ÷ ÷4 Now get ready to record the steps to solve this problem using the standard algorithm as I demonstrate solving it using the place value mat and the disks. Record your work in your math notebook or on graph paper. Start by setting up your division problem.

17 ÷ 4 Think about this problem. What do you know about the quotient? Turn & Talk When we divide 17 into 4 groups, we will have a remainder! In 4 th grade we recorded this remainder as r1. However, we can do something different now. What have we done today that lets us keep sharing this remainder? When we divide 17 into 4 groups, we will have a remainder! In 4 th grade we recorded this remainder as r1. However, we can do something different now. What have we done today that lets us keep sharing this remainder? We can trade the remainder for tenths or hundredths and keep dividing it between our groups!!

17 ÷ 4 Let’s solve this problem together. Partner A will draw the number disks on their place value chart. Partner B will solve using the standard algorithm on their white board. 10 Tens 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Teacher note: Use ink tools to demonstrate

22 ÷ 8 Solve this problem with your partner. Partner B will draw the number disks on their place value chart. Partner A will solve using the standard algorithm on their white board. 10 Tens 1 Ones 0.1 Tenths 0.01 Hundredths Thousandths Teacher note: Use ink tools to demonstrate

Try the following two problems on your own. When you finish check your solutions with your partner. Record your work in your notebook. 7.7 ÷ ÷ 4

Get Ready to Complete the Problem Set on Your Own! Complete Pages 1.F.36 & 1.F.37 You will have 10 minutes to work. Try your Best! 5th Grade Module 1 – Lesson 13

5th Grade Module 1 – Lesson 15 In Problems 1(a) and 1(b), which division strategy do you find more efficient? Drawing number disks or the algorithm? How are Problems 2(c) and 2(f) different than the others? Will a whole number divided by a whole number always result in a whole number? Explain why these problems resulted in a decimal quotient. Take a look at Problem 2(f). What was different about how you solved this problem? When solving Problem 4, what did you notice about the units used to measure the juice? How do we proceed if we have unlike units?

Exit Ticket Time! Exit Ticket Time! 5th Grade Module 1 – Lesson 15