Module 3 Lesson 23 Eureka

Eureka Math

M2 L30

Fluency: Practice

Rename Tenths and Hundredths (4 minutes)
Materials: (S) Personal white board or journals

1) 93 tenths in standard form

2) 800 tenths in standard form =
3) 483 tenths in standard form =
4) 8,000 hundredths in standard form
5) 8,417 hundredths in standard form
6) 5,946 hundredths in standard form

Multiple Choice

93 tenths in standard form

• 0.93
• 93.0
• 9.3
• 930

Multiple Choice

800 tenths in standard form =

• 80
• 8000
• 800
• 8

Multiple Choice

483 tenths in standard form =

• 48.3
• 0.483
• 4830
• 4.83

Multiple Choice

8,000 hundredths in standard form

• 8000
• 80
• 80000
• 800

Multiple Choice

8,417 hundredths in standard form

• 8417

• 841.7
• 84.17

• 8417

Multiple Choice

5,946 hundredths in standard form

• 594.6
• 5946
• 5.946
• 59.46

Fluency: Practice

Divide Decimals by Multiples of 10 (4 minutes)
Materials: (S) Personal white board or journals

1.) 1.2 ÷ 3 = _____Solve the division expression saying the whole in tenths.

2.) 1.2 ÷ 30 = ______
3.) 9.6 ÷ 3 = _______
4.) 9.6 ÷ 30 = _______

Multiple Choice

1.2 ÷ 3

• 0.6
• 0.2
• 0.8
• 0.4

Multiple Choice

1.2 ÷ 30 =

• 0.4
• 0.004
• 0.04
• 0.4

Multiple Choice

9.6 ÷ 3 =

• 3.2
• 2.4
• 6.3
• 4.8

Multiple Choice

9.6 ÷ 30 =

• 3.2
• 0.32
• 32

• 0.0032

Fluency: Practice

Estimate the Quotient (4 minutes)
Materials: (S) Personal white board or journals

1) 15.4 ÷ 32 - say this expression in unit form

Estimate the quotient for the following:

2) 2.53 ÷ 43 = ___________

3) 29.8 ÷ 31 = ___________

Open Ended

15.4 ÷ 32

Open Ended

2.53 ÷ 43

Open Ended

29.8 ÷ 31

Lesson Objective:
I am learning how to divide decimal dividends by two-digit
divisors, estimating quotients, reasoning about the
placement of the decimal point, and making connections
to a written method.

● I can estimate and apply the estimate to the written

method.

● I can continue to decompose values less than one.
● I can check my work with multiplication.

Success Criteria:

Concept Development

Problems 1–2
904 ÷ 32
456 ÷ 16

Concept Development

Problem 3
834.6 ÷ 26

Concept Development

Problem 4
48.36 ÷ 39

Concept Development

Problem 5
8.61 ÷ 41

Application Problem

Big green book
Pg: 309

Read (1
mins)

Draw
(3 mins)

Write
(1 min)

Problem Set

Resource: Book: Learn Pages -311 - 313

Must - Do

​1. A
2. A,D
3.

Problem Set

Must - Do

Problem Set

May - Do

Problem Set

May - Do

Problem Set

Can - Do

Debrief

Turn & Talk

Explain how you could prove whether two
division expressions with the same whole number
quotients and remainders are equivalent.

Turn to a partner, and compare your work and
thinking for Problem 1(b). (Take the necessary
time here for students to compare approaches.
Possibly, give the students the following
challenge: Is it possible to create a pair of division
problems whose quotient and whole number
remainder look equal and actually are equal when
decimal division is used?)

Exit Ticket

Resource: Book: Learn Page -315 Tear this page out!