Curriculum  /  Math  /  5th Grade  /  Unit 2: Multiplication and Division of Whole Numbers  /  Lesson 16

Multiplication and Division of Whole Numbers

Lesson 16

Math

Unit 2

5th Grade

Lesson 16 of 20

Objective

Divide three-digit dividends by two-digit divisors with one-digit quotients and remainders in the ones place.

Common Core Standards

Core Standards

  • 5.NBT.B.6 — 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.

Foundational Standards

  • 4.NBT.B.4
  • 4.NBT.B.6
  • 5.NBT.A.1
  • 5.NBT.A.2

Criteria for Success

  1. Estimate quotients of three-digit dividends and two-digit divisors with one-digit quotients.
  2. Use the estimate to approximate each value in the quotient.
  3. Adjust an estimate when the estimate would yield too large a result. 
  4. Adjust an estimate when the estimate would yield too small a result. 
  5. Divide three-digit dividends by two-digit divisors with one-digit quotients and remainders in the ones place.
  6. Assess the reasonableness of an answer using estimation and/or the relationship between multiplication and division to check answers (MP.1).
  7. Solve word problems involving division, including those that require the interpretation of the remainder (MP.1, MP.4). 
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Anchor Tasks

25-30 minutes

Problem 1

Estimate the following quotient. Then compute it.

$$486\div79$$

Guiding Questions

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Student Response

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Problem 2

Divya is trying to solve $$369 ÷ 46$$. She estimates the quotient to be $$369\div46 \approx 350 \div 50 = 7$$. She starts to compute below:

a.   What do you notice about Divya's work so far? What do you wonder?

b.   Based on what you noticed and wondered about Divya's work, find the solution to $$369 \ ÷ \ 46$$.

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 5 Mathematics > Module 2 > Topic F > Lesson 21 — Concept Development

Grade 5 Mathematics > Module 2 > Topic F > Lesson 21 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 3

723 students were divided equally into teams of 94 students for field day. Any students left over after making as many groups of 94 as possible will just be a smaller team. How many students will be on a team smaller than 94, if any? 

Guiding Questions

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Student Response

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Problem Set

15-20 minutes

Discussion of Problem Set

  • What similarity did you notice between #1c and #1d? Since the quotient was 8 with remainder 7 for both problems, does that mean the two division expressions are equal to each other? Discuss the meaning of the quotient and remainder for both problems.
  • In #1, did your estimates need adjusting at times? When? What did you do in order to continue dividing?
  • How did you solve #2? How many solutions might there be to this problem? Can you create another solution to it? How did your understanding of the check process help you answer this? 
  • What steps did you take as you solved #3? Could you have solved in a different way or in a different order of steps? Why? 
  • Why is estimating a quotient before computing it helpful? How does it make the computation more efficient? 

Target Task

5-10 minutes

Problem 1

Solve. 

$${327\div36}$$

Student Response

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Problem 2

The yearbook committee at Stanley High School is arranging senior photos in the yearbook. They want to know how many photos will be on the final page so that they can decide what to do with any blank space. If they arrange 257 photos onto pages that can each hold 48, how many photos will there be on the final page? 

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

Divide three-digit dividends by two-digit divisors with two-digit quotients, reasoning about the decomposition of a remainder in any place.

Lesson 17
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Lesson Map

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

Topic A: Writing and Interpreting Numerical Expressions

Topic B: Multi-Digit Whole Number Multiplication

Topic C: Multi-Digit Whole Number Division

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