Curriculum  /  Math  /  5th Grade  /  Unit 6: Multiplication and Division of Decimals  /  Lesson 17

Multiplication and Division of Decimals

Lesson 17

Math

Unit 6

5th Grade

Lesson 17 of 23

Objective

Solve real-world problems that require interpretation of the remainder involving all possible cases, including further decomposition into a decimal.

Common Core Standards

Core Standards

  • 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.

Criteria for Success

  1. Interpret the remainder in the context of a word problem, including:
    1. Discarding the remainder (spiral from Grade 4),
    2. Forcing the answer to the next highest whole number (spiral from Grade 4),
    3. Having the remainder be the answer to the problem (spiral from Grade 4), and
    4. Having the remainder computed as either a fraction (spiral from Grade 5 Unit 5) or a decimal.
  2. Solve one- or two-step word problems that require the interpretation of a remainder (MP.1, MP.4).
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Anchor Tasks

25-30 minutes

Problem 1

a.   Jessa has 23 one-dollar bills that she wants to divide equally between her 5 children.

  1. How much money will each receive? How much money will Jessa have left over?
  2. Jessa exchanged the remaining one-dollar bills for dimes. If she divides the money equally between her 5 children, how much money will each child get?

b.   A website has games available to purchase for $5 each. If Lita has $23, how many games can she purchase? Explain.

c.   A jug holds 5 gallons of water. How many jugs can Mark fill with 23 gallons of water? Explain.

d.   A class of 23 children will take a field trip. Each car can take 5 children. How many cars are needed to take all the children on the field trip? Explain.

e.   Ms. Cole wants to share 23 pieces of candy with 5 students. If Ms. Cole gets to eat the pieces of candy that can’t be split evenly, how many pieces of candy will Ms. Cole get? Explain.

Guiding Questions

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Student Response

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References

Illustrative Mathematics What is 23 ÷ 5?

What is 23 ÷ 5?, accessed on May 15, 2018, 11:51 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 2

Write a division word problem for 35 ÷ 2 where:

a.   The remainder is discarded

b.   The answer is a fraction

c.   The remainder is the answer

d.   The answer is a decimal

e.   The remainder forces the answer to the next whole number

Guiding Questions

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Student Response

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References

Illustrative Mathematics What is 23 ÷ 5?

What is 23 ÷ 5?, accessed on May 15, 2018, 11:51 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • #1 and #2 involve the same computation, 60 ÷ 8. But did they have the same answer given their different contexts?
  • What did you get as an answer in #3? Why is it possible to have a remainder to interpret, even when dealing with decimals already?
  • How did you represent your answer in #5? Why might you opt to write it as a fraction instead of a decimal? (Think of how measurements are represented on a ruler.)
  • How should Ms. Jeffries interpret her solution? How would your opinion change if students were comfortable cutting up the leftover pieces? How would your opinion change if there was no knife available to cut the remaining slices?
  • In #8, I think Sheri and her friend each owe $18.725. Do you agree or disagree? Why?
  • I think Scott needs to buy 3 packs of water bottles and 3.6 bags of apples in #10. Do you agree or disagree? Why?

Target Task

5-10 minutes

Petra bought 6 packages of flour that each contained 2.5 cups of flour. She is going to store it in jars that hold 4 cups each. How many jars will she need?

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Solve real-world problems involving multiplication and division with decimals.

Lesson 18
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Multiplying Decimals

Topic B: Dividing Decimals

Topic C: Decimal Real-World Problems

Topic D: Measurement Conversion

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