What are we going to do?

1. Learning Objective 7400 = 2,800 10 tens is a hundred 10 hundreds is a thousand We will divide multiples of 100 and 1000 by multiples of 10. What are we going to do? CFU factors product Activate Prior Knowledge 1,200 2,100 1. 40 30 = _______ 2. 30 70 = _______ 4 tens × 3 tens 3 tens × 7 tens 12 hundreds 21 hundreds Students, you already know how to multiply by multiples of 10. Now, we will divide multiples of 100 and 1000 by multiples of 10. Make Connection

2. Concept Development 10 tens is a hundred 10 hundreds is a thousand • Division is separating a number into equal groups. • 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 inverse1relationship between multiplication and division can be used to find a quotient. CFU For the division problem above, which is the quotient? Which is the dividend? Which is the divisor? How do you know? The quotient is ____________. The dividend is ____________. This divisor is _____________. Which shows the division problem properly changed to multiplication to find the quotient? How do you know? A 80 × ____ = 3,200 B 80 × 3,200 = ____ Dividing Multiples of 100 and 1,000 50 70 80 60 3,200 4,200 Animated 30 1,500 70 4,200 60 30 × ________ = 1,500 50 ? 3 tens × ________ = 15 hundreds 5 tens ? tens 1 opposite Vocabulary

3. Skill Development/Guided Practice • Division is separating a number into equal groups. • The inverserelationship between multiplication and division can be used to find a quotient. How did I/you rewrite the division problem? How did I/you rewrite the factor and product? How did I/you determine the unknown factor? CFU Division Divide multiples of 100 and 1000 by multiples of 10. 1 Rewrite the division problem as multiplication with an unknown factor. Rewrite the factor and product as an amount of tens, hundreds, or thousands. Determine2 the unknown factor. Interpret3 the quotient. “___ divided by ___ is ___.” 1 2 2 3 3 4 Multiplication 80 90 60 40 40 6,600 4,800 5,600 3,600 70 3. 2. 4. 1. 70 × ________ = 5,600 80 40 × ________ = 3,600 90 7 tens × ________ = 56 hundreds 8 tens 4 tens × ________ = 36 hundreds 9 tens 110 120 60 × ________ = 6,600 110 40 × ________ = 4,800 120 2 figure out 3 explain Vocabulary 6 tens × ________ = 66 hundreds 11 tens 4 tens × ________ = 48 hundreds 12 tens

4. Skill Development/Guided Practice (continued) • Division is separating a number into equal groups. • The inverserelationship between multiplication and division can be used to find a quotient. How did I/you rewrite the division problem? How did I/you rewrite the factor and product? How did I/you determine the unknown factor? CFU Division Divide multiples of 100 and 1000 by multiples of 10. 1 Rewrite the division problem as multiplication with an unknown factor. Rewrite the factor and product as an amount of tens, hundreds, or thousands. Determine the unknown factor. Interpret the quotient. “___ divided by ___ is ___.” 1 2 2 3 3 4 Multiplication 300 200 30 20 80 70 8,000 7,000 9,000 4,000 8. 7. 6. 5. 30 × ________ = 9,000 300 20 × ________ = 4,000 200 3 tens × __________ = 9 thousands 2 tens × __________ = 4 thousands 2 hundreds 3 hundreds 100 100 100 70 × ________ = 7,000 100 80 × ________ = 8,000 7 tens × __________ = 7 thousands 1 hundred 8 tens × __________ = 8 thousands 1 hundred

5. 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. Dividing multiples of 100 and 1000 will help you solve real-world problems. 1 1,800  30 = 60 50 30 80 40 1,000 6,000 8,000 1,600 We need 1,800 pens. How many boxes should we order? We should order 60 boxes of pens. Dividing multiples of 100 and 1000 will help you do well on tests. 2 Does anyone else have another reason why it is relevant to divide multiples of 100 and 1000 by multiples of 10? (Pair-Share) 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? CFU Sample Test Question: 15. Does the division problem have a quotient of 20? Select Yes or No for A – D. A.O Yes O No B. O Yes O No C. O Yes O No D.O Yes O No

6. 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. Skill Closure Division Divide multiples of 100 and 1000 by multiples of 10. Rewrite the division problem as multiplication with an unknown factor. Rewrite the factor and product as an amount of tens, hundreds, or thousands. Determine the unknown factor. Interpret the quotient. “___ divided by ___ is ___.” 1 2 3 4 80 90 Multiplication 30 2,700 6,400 7,200 80 90 Word Bank 2. 1. Word Bank divide dividend divisor quotient inverse relationship 90 × ________ = 7,200 80 30 × ________ = 2,700 90 9 tens × ________ = 72 hundreds 8 tens 3 tens × ________ = 27 hundreds 9 tens Access Common Core Aaron made an error when dividing below. Describe and correct the error he made. 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.

7. Independent Practice • Division is separating a number into equal groups. • The inverserelationship between multiplication and division can be used to find a quotient. Division Divide multiples of 100 and 1000 by multiples of 10. Rewrite the division problem as multiplication with an unknown factor. Rewrite the factor and product as an amount of tens, hundreds, or thousands. Determine the unknown factor. Interpret the quotient. “___ divided by ___ is ___.” 1 2 3 4 Multiplication 50 120 90 30 60 20 8,000 6,000 4,500 3,600 4. 2. 3. 1. 90 × ________ = 4,500 50 30 × ________ = 3,600 120 9 tens × __________ = 45 hundreds 5 tens 3 tens × __________ = 36 hundreds 12 tens 400 100 60 × ________ = 6,000 100 20 × ________ = 8,000 400 6 tens × __________ = 6 thousands 1 hundred 2 tens × __________ = 8 thousands 4 hundreds

8. Periodic Review 1 110 80 160 60 Access Common Core Correct the following math worksheet. If an answer is incorrect, cross it out and write the correct answer. 60 40 50 70 70 40 40 4,800 8,400 5,500 2,400 4,900 4,000 3,600 9,600 60 3. 1. 2. 2. 1. 3. 4. 4. Name ____________________ Divide multiples of 100 and 1000 by multiples of 10.

9. Periodic Review 2 100 80 220 200 Access Common Core 1. Does the division problem have a quotient of 30? Select Yes or No for A – D. A. O Yes O No B. O Yes O No C. O Yes O No D. O Yes O No 2. Does the division problem have a quotient of 40? Select Yes or No for A – D. A. O Yes O No B. O Yes O No C. O Yes O No D. O Yes O No 20 40 30 90 50 80 20 30 30 50 70 30 40 20 30 40 50 80 40 40 1,000 1,600 8,000 3,000 1,500 2,400 1,000 4,000 9,000 8,000 8,000 1,600 3,500 1,000 1,500 6,000 2,400 4,000 8,800 9,000 2. 1. 4. 3. 3. Does the division problem have a quotient of 20? Select Yes or No for A – D. A. O Yes O No B. O Yes O No C. O Yes O No D. O Yes O No 4. Does the division problem have a quotient of 50? Select Yes or No for A – D. A. O Yes O No B. O Yes O No C. O Yes O No D. O Yes O No

10. Periodic Review 3 50 20 90 40 Access Common Core Molly is ordering supplies for the office. Answer the questions using the table below. 60 70 90 50 2,500 5,400 1,800 2,800 3. 2. 1. 4. 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? 2. How many boxes should she order if she needs 6,000 pens?

11. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies