# 5th Grade Module 2 – Lesson 16

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

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

Round Each Number to the Nearest Ten 74 = ___ 52 = ___ 32 = ___ 47 = ___ 85 = ___ 15 = ___ 18 = ___ 70 50 50 30 20 20 90 5th Grade Module 2 – Lesson 16

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

5th Grade Module 2 – Lesson 16
Application Problem The area of a vegetable garden is 200 ft2. The width is 10 ft. What’s the length of the vegetable garden? Solution on next slide… 5th Grade Module 2 – Lesson 16

5th Grade Module 2 – Lesson 16
Solution 5th Grade Module 2 – Lesson 16

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

420 ÷ 10 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 you’re finished. 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? Let’s solve this problem again using our place value mats without the disks. Show 420 in numerical form on your mat. 420 ÷ 10 = 42 millions hundred thousands ten thousands thousands hundreds tens ones tenths hundredths thousandths ÷ 10 5th Grade Module 2 – Lesson 16

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

24,000 ÷ 600 24,000 ÷ 600 = 40 How is this problem different from the others we’ve solved? Turn & Talk 24,000 ÷ 600 = 24,000 ÷ 100 ÷ 6 100 x 6 = 600 Let’s rewrite our problem by taking out the 100 Our divisor this time is Can we decompose 600 with 100 as a factor? What is 24,000 ÷ 100 No! We still need to divide by 6. What is 240 ÷ 6? Solve it on your white board! 24,000 ÷ 100 = 240 Are we finished though? 240 ÷ 6 = 40 Let’s say the original division equation with the quotient. 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. Work with your partner to solve. If you want, you may use your place value chart to help. Click for Solution 180,000 ÷ 1,000 ÷ 9 5th Grade Module 2 – Lesson 16

Complete Pages 2.E.10 – 2.E.12 You will have 15 minutes to work. Try your Best! 5th Grade Module 2 – Lesson 16

5th Grade Module 2 – Lesson 16
LET’S Debrief 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). 5th Grade Module 2 – Lesson 16

5th Grade Module 2 – Lesson 16
LET’S Debrief Look back at Problem 4. What did you notice about the correct answer in Kim and Carter’s 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. 5th Grade Module 2 – Lesson 16

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