Key Concept: A digit in one place represents one tenth of the value of the place to its left.

Topic Overview | Standards Alignment | #### Common Core

CCSS.MATH.CONTENT.5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

CCSS.MATH.CONTENT.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.#### Georgia

MGSE5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

MGSE5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. IEP Goals

In this topic, students apply their knowledge of place value and division to divide one and two digit decimals by 10, 100, or 1000. In the first two lessons, students are presented with frame and dot models that represent an initial decimal quantity and then divide the quantity by a power of 10. In the third lesson, students are introduced to bar modeling and use it to divide decimals by 10.

CCSS.MATH.CONTENT.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

MGSE5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

1. Given a single-unit or 2-unit decimal to the hundredths and guided practice with models, the student will be able to divide that decimal by 10, 100, and a 1000 with 90% accuracy over 5 consecutive sessions.

2. Given a decimal number and a model, the student will be able to verbally and visually describe how a digit in one place reprsents one-tenth of the value in the place to its left by end of the unit.

3. Given a decimal divided by 10, 100, or 1000, the student will be able to determine the quotient with 85% accuracy over 5 consecutive sessions.

2. Given a decimal number and a model, the student will be able to verbally and visually describe how a digit in one place reprsents one-tenth of the value in the place to its left by end of the unit.

3. Given a decimal divided by 10, 100, or 1000, the student will be able to determine the quotient with 85% accuracy over 5 consecutive sessions.

Unit Launcher

View Kai's Zoo Gift Shop: Discussion Guide and KWL Chart

M.7-1-1 Divide Single-Unit Decimals by 10, 100, or 1,000 |

View Guided Lesson Students will use models to divide single unit decimals by 10, 100, or 1,000. (12-20 min)

M.7-1-2 Divide Two-Unit Decimals by 10, 100, or 1,000 |

View Guided Lesson Students will use models to divide two-unit decimals by 10, 100, or 1,000. (12-20 min)

M.7-1-3 Model Division by 10 with Decimals |

View Guided Lesson Students will use bar models that illustrate equal shares division to divide two-unit decimals by 10. (12-20 min)

Real World Investigation Part 1

View Kai's Zoo Gift Shop: Kai's Data

Key Concept: Measurement division can be used to determine how many times a quantity of a specific size is contained in a total quantity.

Topic Overview | Standards Alignment | #### Common Core

CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.#### Georgia

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. IEP Goals

In this topic, students apply their knowledge of multiplication and division with whole numbers to divide decimals. Students use a number line model to represent measurement division. In the first two lessons students build their understanding of dividing a whole number by a decimal and dividing a decimal by a decimal. In the second two lessons students relate multiplication with decimals to division with decimals.

1. Given a whole number divided by a decimal (with no remainder), the student can use measurement division to build a number line model and correctly solve the equation with 85% accuracy over 3 consecutive sessions.

2. Given a decimal divided by a decimal (with no remainder), the student can use measurement division to build a number line model and correctly solve the equation with 85% accuracy over 3 consecutive sessions.

3. Given a division equaion, students can apply their knowledge of division and multiplication to model and solve for unknowns in the equation. Students will use measurement division and their knowledge of basic number facts to complete equations with 80% accuracy over 5 consecutive sessions.

2. Given a decimal divided by a decimal (with no remainder), the student can use measurement division to build a number line model and correctly solve the equation with 85% accuracy over 3 consecutive sessions.

3. Given a division equaion, students can apply their knowledge of division and multiplication to model and solve for unknowns in the equation. Students will use measurement division and their knowledge of basic number facts to complete equations with 80% accuracy over 5 consecutive sessions.

M.7-2-1 Divide Whole Numbers by Decimals |

Lesson Plan

View Guided Lesson Students will use a number line model to illustrate measurement division when dividing a whole number by a decimal. (12-20 min)

M.7-2-2 Divide Decimals by Decimals |

Lesson Plan

View Guided Lesson Students will use a number line model to illustrate measurement division when dividing a decimal by a decimal. (12-20 min)

M.7-2-3 Relate Multiplication and Division of Decimals |

Lesson Plan

View Guided Lesson Students will use a number line model to relate multiplication and division of decimal quantities. (12-20 min)

M.7-2-4 Determine Unknown Quantities when Multiplying and Dividing with Decimals |

Lesson Plan

View Guided Lesson Students will use a number line model to solve for unknowns in multiplication and division equations with decimals. (12-20 min)

Real World Investigation Part 2

View Kai's Zoo Gift Shop: Create Some Data

Key Concept: Partial quotients can be used to determine how many times a quantity of a specific size is contained in a total quantity.

Topic Overview | Standards Alignment | #### Common Core

CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.#### Georgia

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. IEP Goals

In this topic, students apply their knowledge of operations with whole numbers to divide decimals. Students use an open array model to represent repeated subtraction. In the first two lessons students build their understanding of dividing a whole number by a decimal and dividing a decimal by a decimal with single digit quotients. In the second two lessons students build upon this understanding to find 2 and 3-digit quotients.

1. Given a whole number divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly solve the equation with 85% accuracy over 3 consecutive sessions.

2. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a single digit quotient with 85% accuracy over 3 consecutive sessions.

3. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a two digit quotient with 85% accuracy over 5 consecutive sessions.

4. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a three digit quotient with 80% accuracy over 5 consecutive sessions.

2. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a single digit quotient with 85% accuracy over 3 consecutive sessions.

3. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a two digit quotient with 85% accuracy over 5 consecutive sessions.

4. Given a decimal divided by a decimal (with no remainder), the student can use repeated subtraction and an open array model to correctly determine a three digit quotient with 80% accuracy over 5 consecutive sessions.

M.7-3-1 Divide Whole Numbers and Decimals |

Lesson Plan

View Guided Lesson Students will use repeated subtraction and an open array model to illustrate division of a whole number by a decimal. (12-20 min)

M.7-3-2 Divide Decimals by Decimals: Single-Digit Quotients |

Lesson Plan

View Guided Lesson Students will use repeated subtraction and an open array model to illustrate division of a decimal by a decimal when the quotient has 1 digit. (12-20 min)

M.7-3-3 Divide Decimals by Decimals: Two-Digit Quotients |

Lesson Plan

View Guided Lesson Students will use repeated subtraction and an open array model to illustrate division of a decimal by a decimal when the quotient has 2 digits. (12-20 min)

M.7-3-4 Divide Decimals by Decimals: Three-Digit Quotients |

Lesson Plan

View Guided Lesson Students will use repeated subtraction and an open array model to illustrate division of a decimal by a decimal when the quotient has 3 digits. (12-20 min)

Real World Investigation Part 3

View Your Zoo Gift Shop: Your Data

This Big Idea builds upon students’ understanding of place value and whole number operations. The unit opens by having students divide decimals by 10, 100, and 1000 which further develops students’ understanding of place value. Students use measurement division models and repeated subtraction in an open array model when dividing decimals to build a conceptual understanding of division and how it relates to the other operations.

CCSS.MATH.CONTENT.5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.