Division by Multiples of 10

Mathematics Grade 5

Module: Division

Do Now

The area of a rectangular vegetable garden is 200 ft2 . The
width is 10 ft. What is the length of the vegetable garden?

Please complete this question on your whiteboards.

Do Now

The area of a rectangular vegetable garden is 200 ft2 . The width
is 10 ft. What is the length of the vegetable garden?

Let’s check our work! Explain your answer

Learning Objective:

SWBATsolve for quotients up to a four-digit dividend using the

divide by 10 pattern. 5.3C

Demonstration of Learning:

SW solve for quotients up to a four-digit dividend using the divide

by 10 pattern correctly in at least 4 out of 5 problems.

Module2 | Topic F | Lesson20

Division

5.3(C) solve with proficiency for quotients of up to a four‐digit dividend by a two‐digit divisor using strategies and the standard
algorithm

10

Lesson Vocabulary

14

Concept Development

Concept Development

Problem 1

Divide by using the 10 pattern. Find the quotient of the following
division using place value. Use your white boards.

420 ÷ 10 = ____

Note:

Concept Development

Whiteboard/ Turn and Talk

Problem 1 420 ÷ 10 = ____

Hundreds

Tens

Ones

Tenths

Hundredths

➢

When we divide this whole number by 10, will the quotient be greater than or less
than 420?

➢

Therefore, in which direction will the digits shift when we divide by 10?

➢

How many places to the right?

➢

Use arrows to show the shifting of digits. Show your neighbor when you’re finished, and
then discuss whether this happens every time we divide a number by 10.

Concept Development

Whiteboard/ Turn and Talk

Problem 2
1,600 ÷ 100 = ____

1

10

100

10,000

100,000

1,000,000

➢

Work with a partner to solve. Partner A will use our understanding of zeros,
and Partner B will use the place value chart to solve.

➢

Concept Development

Whiteboard/ Turn and Talk

Problem 3

Stacey looks at a new problem on the board. She wonders how
this problem is different than the others she has already solved?
Turn and talk.

24,000 ÷ 600 = ____

1

10

100

1000

10,000

100,000

1,000,000

➢

➢

Concept Development

Whiteboard/ Turn and Talk

Problem 3

Now, let’s rewrite the problem:

1

10

100

1000

10,000

100,000

1,000,000

24,000 ፥ 600=

24000 ፥ 100 ፥ 6

24,000 ፥ 100 = 240

240 ፥ 6= 40

Concept Development

Whiteboard / T-P-S

Problem 4

Now, your turn!

180,000 ÷ 9,000 = ____

➢ How can we decompose 9,000 with a 1,000 as a factor?

1

10

100

1000

10,000

100,000

1,000,000

➢ Now, re-write the the division problem in your whiteboard.

➢ Work with a partner to solve!

Let's See How You Did!

180,000 ÷ 9,000=
180,000 ÷ 1,000 ÷ 9 =
180,000 ÷ 1,000 = 180
180 ÷ 9 = 20

23

Student Guided Activity

Problem Set