Transcript Divide multiples of 100 and 1000 by multiples of 10.

Learning Objective
We will divide multiples of 100 and 1000 by multiples of 10.
CFU
What are we going to do?
10 tens is a hundred
10 hundreds is a thousand
Activate Prior Knowledge
1. 40 30 = _______
1,200
4 tens × 3 tens
12 hundreds
2. 30 70 = _______
2,100
3 tens × 7 tens
21 hundreds
7  400 = 2,800
factors
product
Make Connection
Students, you already know
how to multiply by multiples of
10. Now, we will divide
multiples of 100 and 1000 by
multiples of 10.
READY TO TEACHSM EDI® Lessons
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CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Find whole-number quotients of whole numbers with up to
four-digit dividends and two-digit divisors, using strategies
based on place value, the properties of operations, and/or
the relationship between multiplication and division.
Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Lesson to be used by EDI-trained teachers only.
Concept Development
10 tens is a hundred
Division is separating a number into equal groups.
10 hundreds is a thousand
• The quotient is the answer to a division problem.
• The dividend is the number being divided.
• The divisor is the number to divide by.
• The inverse1 relationship between multiplication and division can be used to find a quotient.
Dividing Multiples of 100 and 1,000
Animated
50
30 1,500
CFU
70
60 4,200
For the division problem above,
which is the quotient? Which is
the dividend? Which is the
divisor? How do you know?
70
The quotient is ____________.
4,200
The dividend is ____________.
60
This divisor is _____________.
30 × ________
50
?
= 1,500
Which shows the division
problem properly changed to
multiplication to find the
quotient? How do you know?
80 3,200
3 tens × ________
5
? tens = 15 hundreds
A 80 × ____ = 3,200
B 80 × 3,200 = ____
Vocabulary
1
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opposite
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice
Division is separating a number into equal groups.
• The inverse relationship between multiplication and division can be used to find a quotient.
Divide multiples of 100 and 1000 by multiples of 10.
1 Rewrite the division problem as multiplication with an unknown factor.
2 Rewrite the factor and product as an amount of tens, hundreds, or thousands.
3 Determine2 the unknown factor.
4 Interpret3 the quotient. “___ divided by ___ is ___.”
80
1. 70 5,600
70 × ________
80 = 5,600
7 tens × ________
8 tens = 56 hundreds
120
3. 40 4,800
40 × ________
120 = 4,800
4 tens × ________
12 tens = 48 hundreds
CFU
1 How did I/you rewrite the
division problem?
2 How did I/you rewrite the
3
factor and product?
How did I/you determine the
unknown factor?
90
2. 40 3,600
Division
40 × ________
90
= 3,600
4 tens × ________
9 tens = 36 hundreds
Multiplication
110
4. 60 6,600
60 × ________
110 = 6,600
6 tens × ________
11 tens = 66 hundreds
Vocabulary
2
3
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figure out
explain
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice (continued)
Division is separating a number into equal groups.
• The inverse relationship between multiplication and division can be used to find a quotient.
Divide multiples of 100 and 1000 by multiples of 10.
1 Rewrite the division problem as multiplication with an unknown factor.
2 Rewrite the factor and product as an amount of tens, hundreds, or thousands.
3 Determine the unknown factor.
4 Interpret the quotient. “___ divided by ___ is ___.”
300
5. 30 9,000
30 × ________
300 = 9,000
3 tens × __________
3 hundreds = 9 thousands
100
7. 80 8,000
80 × ________
100 = 8,000
8 tens × __________
1 hundred = 8 thousands
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200
6. 20 4,000
CFU
1 How did I/you rewrite the
division problem?
2 How did I/you rewrite the
3
factor and product?
How did I/you determine the
unknown factor?
Division
20 × ________
200 = 4,000
2 tens × __________
2 hundreds = 4 thousands
Multiplication
100
8. 70 7,000
70 × ________
100 = 7,000
7 tens × __________
1 hundred = 7 thousands
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Relevance
Division is separating a number into equal groups.
• There is a place-value strategy for dividing multiples of 100 and 1000 by multiples of 10.
1 Dividing multiples of 100 and 1000 will help you solve real-world problems.
Item
Amount per Box
paperclip
40
paper
2,000
rubber band
50
pens
30
2 Dividing multiples of 100 and 1000 will help you do well on tests.
CFU
Sample Test Question:
15. Does the division problem have a quotient of 20?
Select Yes or No for A – D.
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A.
40 8,000
O Yes
O No
B.
80 1,600
O Yes
O No
C.
30 6,000
O Yes
O No
D.
50 1,000
O Yes
O No
Does anyone else have another
reason why it is relevant to
divide multiples of 100 and
1000 by multiples of 10? (PairShare) Why is it relevant to
divide multiples of 100 and
1000 by multiples of 10? You
may give one of my reasons or
one of your own. Which reason
is more relevant to you? Why?
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Division is separating a number into equal groups.
• There is a place-value strategy for dividing multiples of 100 and 1000 by multiples of 10.
Division
Skill Closure
Divide multiples of 100 and 1000 by multiples of 10.
1 Rewrite the division problem as multiplication with an unknown factor.
2 Rewrite the factor and product as an amount of tens, hundreds, or thousands.
3 Determine the unknown factor.
4 Interpret the quotient. “___ divided by ___ is ___.”
80
1. 90 7,200
Multiplication
90
2. 30 2,700
90 × ________
= 7,200
80
30 × ________
= 2,700
90
9 tens × ________
8 tens = 72 hundreds
3 tens × ________
9 tens = 27 hundreds
Word Bank
Access Common Core
divide
dividend
divisor
quotient
inverse
relationship
Aaron made an error when dividing below.
Describe and correct the error he made.
80 6,400
Summary Closure
What did you learn today about dividing multiples of 100 and 1000 by multiples of 10?
(Pair-Share) Use words from the word bank.
©2013 All rights reserved.
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Independent Practice
Division is separating a number into equal groups.
• The inverse relationship between multiplication and division can be used to find a quotient.
Divide multiples of 100 and 1000 by multiples of 10.
1 Rewrite the division problem as multiplication with an unknown factor.
2 Rewrite the factor and product as an amount of tens, hundreds, or thousands.
3 Determine the unknown factor.
4 Interpret the quotient. “___ divided by ___ is ___.”
50
1. 90 4,500
90 × ________
= 4,500
50
9 tens × __________
= 45 hundreds
5 tens
400
3. 20 8,000
20 × ________
400 = 8,000
2 tens × 4__________
hundreds = 8 thousands
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Division
Multiplication
120
2. 30 3,600
30 × ________
120 = 3,600
3 tens × __________
12 tens = 36 hundreds
100
4. 60 6,000
60 × ________
100 = 6,000
6 tens × __________
1 hundred = 6 thousands
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Periodic Review 1
110
1. 50 5,500
80
2. 60 4,800
60
3. 40 2,400
160
4. 60 9,600
Access Common Core
Correct the following math worksheet. If an answer
is incorrect, cross it out and write the correct answer.
Name ____________________
Divide multiples of 100 and 1000 by multiples of 10.
1. 70 4,900
2. 40 3,600
3. 40 4,000
4. 70 8,400
©2013 All rights reserved.
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Periodic Review 2
100
1. 90 9,000
80
2. 30 2,400
200
3. 20 4,000
220
4. 40 8,800
Access Common Core
1. Does the division problem have a quotient
of 30? Select Yes or No for A – D.
2. Does the division problem have a quotient
of 40? Select Yes or No for A – D.
A. 50 1,500
O Yes
O No
A.
40 4,000
O Yes
O No
B. 30 9,000
O Yes
O No
B.
20 8,000
O Yes
O No
C. 80 2,400
O Yes
O No
C.
40 8,000
O Yes
O No
D. 30 3,000
O Yes
O No
D.
40 1,600
O Yes
O No
3. Does the division problem have a quotient
of 20? Select Yes or No for A – D.
4. Does the division problem have a quotient
of 50? Select Yes or No for A – D.
A. 40 8,000
O Yes
O No
A.
70 3,500
O Yes
O No
B. 80 1,600
O Yes
O No
B.
50 1,000
O Yes
O No
C. 50 1,000
O Yes
O No
C.
30 1,500
O Yes
O No
D. 30 6,000
O Yes
O No
D.
20 1,000
O Yes
O No
©2013 All rights reserved.
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
Periodic Review 3
50
1. 50 2,500
20
2. 90 1,800
40
3. 70 2,800
90
4. 60 5,400
Access Common Core
Molly is ordering supplies for the office. Answer the questions using the table below.
Item
paperclip
paper
Amount per Box
40
2,000
rubber band
50
pens
30
2. How many boxes should she order
if she needs 6,000 pens?
©2013 All rights reserved.
1. How many boxes should she order if
she needs 2,000 paperclips?
3. How many boxes should she order if
she needs 6,000 rubber bands?
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.
EDI – Cognitive, Teaching, and English Learner Strategies
Learning Objective: We will divide multiples of 100 and 1000 by multiples of 10.
Cognitive Strategies
Elaboration
Teaching Strategies
Demonstration
Language Strategies
Academic
Targeted
Vocabulary
Content
inverse, determine, interpret
division, quotient, dividend, divisor
Support
Multiple-Meaning
Synonym
Vocabulary
Strategy
Definition
interpret
inverse, division, quotient, dividend, divisor, determine
Homophone
Internal Context Clue
Listen, Speak
Similar Sounds
Read
Tracked Reading
Write
Writing
Content Access Strategies
Comprehensible
Input
Cognates
Graphic Organizer
Contextual Clues
©2013 All rights reserved.
Contextualized
Definitions
Pictures
CCSS 5th Grade Numbers and Operations in Base Ten 6.1
Divide multiples of 100 and 1000 by multiples of 10.
Lesson to be used by EDI-trained teachers only.