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Module 2 Lesson 16

Module 2 Lesson 16. Objective: Use divide by 10 patterns for multi-digit whole number division. Fluency – Sprint: Divide by Multiples of 10 and 100. 30 ÷ 10 = ____ 480 ÷ 40 = ___ 9,600 ÷ 3 = ___ 430 ÷ 10 = ___ 36 ÷ 3 = ____ 3,600 ÷ 100 = __ 3,600 ÷ 300 = __ 1,290 ÷ 3 = ___ 1,290 ÷ 10 = ___

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Module 2 Lesson 16

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  1. Module 2 Lesson 16 Objective: Use divide by 10 patterns for multi-digit whole number division.

  2. Fluency – Sprint: Divide by Multiples of 10 and 100 • 30 ÷ 10 = ____ 480 ÷ 40 = ___ 9,600 ÷ 3 = ___ • 430 ÷ 10 = ___ 36 ÷ 3 = ____ 3,600 ÷ 100 = __ • 3,600 ÷ 300 = __ 1,290 ÷ 3 = ___ 1,290 ÷ 10 = ___ • 1,290 ÷ 30 = ___ 600 ÷ 300 = ___ 600 ÷ 30 = ____ • 18,400 ÷ 80 = __ 18,400 ÷ 800 = _ 900 ÷ 10 = ____ • 900 ÷ 100 = ____ 900 ÷ 9 = ____ 900 ÷ 90 = ____ • 850 ÷ 10 = ____ 8,500 ÷ 100 = __ 1,280 ÷ 20 = __ • 12,800 ÷ 200 = _ 300 ÷ 100 = ___ 3,000 ÷ 100 = __ • 3,000 ÷ 300 = ___ 2,000 ÷ 20 = ___ 2,000 ÷ 200 = __ 3 12 3,200 43 12 12 12 430 129 43 2 20 230 23 90 10 9 300 85 85 64 3 64 30 100 10 10

  3. Fluency – Round to the Nearest Ten • 32 ≈ _____ • 47 ≈ _____ • 18 ≈ _____ • 52 ≈ _____ • 74 ≈ _____ • 85 ≈ _____ • 15 ≈ _____ • 176 ≈ ____ • 132 ≈ ____ • 598 ≈ ____ 30 50 20 50 70 90 20 180 130 600

  4. Fluency – Group Count by Multiples of 10 • Count by threes up to 60 (as a class). • 3, 6, 9. 12. 15, 18, 21, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, 60 • Count by 3 tens up to 30 tens (as a class). • 3 tens, 6 tens, 9 tens, 12 tens, 15 tens, 18 tens, 21 tens, 24 tens, 27 tens, 30 tens • How do you say 9 tens in standard form? • 90 • How do you say 12 tens in standard form? • 120 • How do you say 210 tens in standard form? • 2,100

  5. Application Problem • The area of a vegetable garden is 200 ft2. The width is 10 ft. What’s the length of the vegetable garden? Draw a picture to help visualize garden. 10 ft. 200 ft2÷ 10 = ___ ft 20 Hint: Think 10 x ? = 200 ? ft.

  6. Concept Development – Problem 1 • 420 ÷ 10 • How would this number be written in unit form based on hundred(s) and ten(s)? • 4 hundreds 2 tens. • Using number disk show 420 using number disk. • Think of the disk in unit form. • What is 100 divided by 10? • 10 • What is 10 divided by 10? • 1 • What is the final answer? • 42 • What is 4 hundreds divided by 10 and what is 2 tens divided by 10? • 4 tens and 2 ones • What is this in standard form? • 42 100 100 100 100 10 10 10 10 ÷ 10 = 42 10 10 1 1

  7. Concept Development – Problem 2 • 1,600 ÷ 100 • Work with a partner to solve. Partner A will use number disks to solve, and Partner B will use the place value mat to solve. • What did your solutions look like? • Sample work on board. • What is the final answer to 1,600 ÷ 100? • 16 • Now let’s try to solve this problem using our knowledge of place value. What is 1,600 and 100 in unit form? • 16 hundreds and 1 hundred • What will happen to the digits in 1,600 when we divide by 100? • The digits will all move two places to the right. • What term could we use besides division sentence? • Division equation. • Read the division equation in unit form? • 16 hundreds divided by 1 hundred equals 16 • Why did we change from hundreds to ones in our quotation? • 1 hundred divided by 1 hundred is just 1. • What is 16 hundreds ÷ 1 hundred? • 16

  8. Concept Development – Problem 3 40 • 24,000 ÷ 600 = • How is this different from the previous problems? • The divisor is a multiple of 10 or 100 where as the other divisors were 10 or 100. • Can 600 be decomposed with a factor 0f 100?Why or why not? • Yes, because you can do 6 x 100. • How could the problem be rewritten? • 24,000 ÷ 100 ÷ 6 • What is the quotient of 24,000 ÷ 100? • 240 • Now we need to divide the above quotient by 6 to finish the problem. • What is 240 ÷ 6? • 40

  9. Concept Development – Problem 4 - 7 • 180,000 ÷ 9,000 = • What could the problem be by decomposing 9,000? • 180,000 ÷ 1,000 ÷ 9 • What is the quotient to the above problem? • 180 ÷ 9 = 20 • Another way to look at problems like this is to cross off a zero on each side until there are no more zeros. • 180,000 ÷ 9,000 = 180 ÷ 9 = 20 • Solve the following problems: • 21,000 ÷ 30 = • 45,000,000 ÷ 5,000= • 2,500 ÷ 50 = 700 5,000 50

  10. End of Lesson Activities • Student Debrief • Problem Set • Exit Ticket • Homework

  11. Problem Set • Divide. Draw disks to show your thinking for a and c. You may use disk for the other problems or just show how you are decomposing the problems. • a) 500 ÷ 10 b) 360 ÷ 10 c) 12,000 ÷ 100 • d) 450,000 ÷ 100 e) 700,000 ÷ 1,000 f) 530,000 ÷ 100 • Divide. The first one is done for you. Follow the example. • The floor of a rectangle banquet hall has an area of 3,600 m2. The length is 90 m. • What is the width of the banquet hall? • A square hall has the same area. What is its length? • A third rectangle banquet hall has a perimeter of 3,600 m2. What is the width if the length is 5 times the width?

  12. Problem Set • Two fifth graders solved 400,000 divided by 800. Carter said the answer is 500, while Kim said the answer is 5,000. • Who has the correct answer? Explain your thinking. • What if the problem is 4,000,000 divided by 8,000? What is the quotient?

  13. Exit Ticket • Divide. Show your thinking. • 17,000 ÷ 100 • 59,000 ÷ 1,000 • 12,000 ÷ 40 • 480,000 ÷ 600

  14. Homework • Divide. Draw number disk to show your thinking for a and c. You may draw disk for the other problems or show your thinking. • a)300 ÷ 10 b) 450 ÷ 10 c)18.000 ÷ 100 • d)730,000 ÷ 100 e)900,000 ÷ 1,000 f)680,000 ÷ 1,000 • Divide. The first one is done for you. • A stadium holds 50,000 people. The stadium is divided into 250 different seating sections. How many seats are in each section? • Over the course of a year, a tractor-trailer commutes 160,000 miles across America. • Assuming a trucker changes his tires every 40,00 miles, and that he starts with a brand new set of tires, how many sets of tires will he use in a year? • If the trucker changes the oil every 10,000 miles and he starts the year with a fresh oil change, how many times will he change the oil in a year?

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