my homework lesson 5 divide by 5

Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)

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Dividing by 5

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Division facts with 5's

Students divide numbers up to 60 by 5 . The first worksheet is a table of all division facts with five as a divisor.

Division table of 5:

Quotients to 10:

Quotients to 12:

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My Math 5 Volume 1 Common Core, Grade: 5 Publisher: McGraw-Hill

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• 5th Grade Math
• Title: My Math
• Author: McGraw Hill
• Edition: Volume 2

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Curriculum  /  Math  /  5th Grade  /  Unit 6: Multiplication and Division of Decimals  /  Lesson 5

Multiplication and Division of Decimals

Lesson 5 of 24

Criteria for Success

Anchor tasks.

Problem Set

Target Task

Additional practice.

Multiply a decimal by a decimal in cases that involve basic facts. Estimate the product of two decimals by rounding numbers to their largest place.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations in Base Ten

5.NBT.B.7 — Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Foundational Standards

The foundational standards covered in this lesson

5.NBT.A.1 — Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

5.NBT.A.2 — Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.NBT.A.4 — Use place value understanding to round decimals to any place.

5.NBT.B.5 — Fluently multiply multi-digit whole numbers using the standard algorithm.

Number and Operations—Fractions

5.NF.B.4 — Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Multiply a decimal by a decimal in cases that involve basic facts using fraction equivalence.
• Multiply a decimal by a decimal in cases that involve basic facts using the whole number basic fact, then moving the decimal point the relevant number of spaces based on the place value of the original values (e.g., 0.4 × 0.02 = 4 × 2 × 0.1 × 0.01 = 8 × 0.1 × 0.01 = 0.8 × 0.01 = 0.008).  
• Estimate the product of two decimals by rounding each decimal to its largest place.

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

a.   Helen, Ramiro, and Jackie all have square garden plots in their community garden.

• Helen plants 0.1 of her garden with flowers. Of those flowers, 0.1 of them are tulips. How much of Helen’s garden is tulips?
• Ramiro plants 0.3 of his garden with flowers. Of those flowers, 0.1 of them are tulips. How much of Ramiro’s garden is tulips?  
• Jackie plants 0.3 of her garden with flowers. Of those flowers, 0.2 of them are tulips. How much of Jackie’s garden is tulips?

b.   Write equations to represent each problem in Part (a) above. What do you notice? What do you wonder?

Guiding Questions

a.   Select all expressions that are equivalent to $$0.4 \times 0.02$$ .

• $$4 \times 0.1 \times 2 \times 0.01$$
• $$4 \times 0.1 \times 2 \times 0.1$$
• $$4 \times \frac{1}{10} \times 2 \times \frac{1}{100}$$
• $$4 \times \frac{1}{100} \times 2 \times \frac{1}{1,000}$$
• $$4 \times 2 \times 0.01 \times 0.01$$
• $$4 \times 2 \times \frac{1}{10} \times \frac{1}{100}$$
• $$\frac{4}{10} \times \frac{2}{100}$$

b.   Find the value of  $$0.4 \times 0.02$$ . Show your reasoning.

Grade 6 Unit 5 Lesson 5 is made available by Open Up Resources  under the  CC BY 4.0  license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Sept. 18, 2019, 3:32 p.m..

Find the value of each product below. Show or explain your work.

a.   0.09 × 0.3 = _________

b.   0.7 × 0.6 = _________

c.   0.8 × 0.05 = _________

Estimate the following products. Determine whether the actual product will be greater or less than the estimated product or whether it’s difficult to determine.

a.   6.23 × 8.4

b.   5.4 × 0.79

c.   0.34 × 0.56

d.   0.21 × 0.03

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• I think the area model in #1 represents 0.8 × 0.4, which isn’t one of the options listed. What mistake did I make?
• My estimate in #2d is 0.04 because 8 × 5 is 40, and our answer should be to the hundredths place since tenths times tenths are hundredths. Do you agree or disagree? Why?
• I think the Boy Scout used 0.5 meter of the rope for the knot in #3. Do you agree or disagree? Why?
• How does #4a help you solve #4c?
• My estimate in #5f is 0.48 because 6 × 8 is 48, and I know my answer needs to be less than 0.84. Do you agree or disagree with my estimate?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Which equation shows a correct strategy and product for the expression shown?

$$0.04 \times 0.8$$

Estimate $$0.5 \times 0.63$$ . 

Student Response

An example response to the Target Task at the level of detail expected of the students.

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.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Multiplying Decimals

Multiply a single-digit whole number by a decimal in cases that involve basic facts. Estimate the product of a single-digit whole number with a decimal by rounding numbers to their largest place.

Multiply a single-digit whole number by a decimal.

Construct viable arguments and critique the reasoning of others regarding the placement of the decimal point in computations that involve multiplying a single-digit whole number by a decimal.

Multiply a multi-digit whole number by a decimal.

Multiply a decimal by a decimal.

Multiply with decimals in all cases, reasoning about the placement of the decimal point.

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Topic B: Dividing Decimals

Divide a decimal by a single-digit whole number in cases that involve basic facts. Estimate quotients with single-digit divisors by rounding numbers to compatible numbers.

Divide a decimal by a single-digit whole number.

Divide a decimal by a single-digit whole number that requires decomposition in the smallest place.

Divide a decimal by a two-digit whole number.

Divide a decimal by a two-digit whole number that requires decomposition in the smallest place.

Divide a whole number or a decimal by 1 tenth or 1 hundredth.

Divide a whole number or a decimal by a decimal in cases that involve basic facts. Estimate quotients with decimal divisors by rounding numbers to compatible numbers.

Divide a whole number or a decimal by a decimal.

Divide with decimals in all cases, reasoning about the placement of the decimal point.

Topic C: Decimal Expressions and Real-World Problems

Solve real-world problems that require interpretation of the remainder involving all possible cases, including further decomposition into a decimal.

Solve real-world problems involving multiplication and division with decimals.

5.NBT.B.7 5.OA.A.2

Write and evaluate numerical expressions involving multiplication and division with decimals.

5.NBT.B.7 5.OA.A.1 5.OA.A.2

Topic D: Measurement Conversion and Real-World Problems

Express measurements in a whole number of larger units or mixed units in terms of a smaller unit.

Express measurements in a fractional or decimal number of larger units in terms of a smaller unit.

Express measurements in a whole number of smaller units in terms of a larger unit.

Express measurements in a fractional or decimal number of smaller units in terms of a larger unit.

Solve real-world problems involving measurement conversions.

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McGraw Hill My Math Grade 5 Chapter 3 Lesson 3 Answer Key Two-Digit Dividends

All the solutions provided in McGraw Hill Math Grade 5 Answer Key PDF Chapter 3 Lesson 3 Two-Digit Dividends  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 5 Answer Key Chapter 3 Lesson 3 Two-Digit Dividends

Example 1 Eli donates his toys to 5 different charities. He has a total 75 toys to donate. Eli donates the same number of toys to each charity. How many toys does each charity receive? Let t represent the number of toys each charity receives. _____ ÷ ___ = t Find 75 ÷ 5.

Example 2 Caleb is putting his baseball cards in an album. He has 57 cards and can put 4 cards on each page. How many full pages will Caleb have? Will there be any cards left? Find 57 ÷ 4.

Guided Practice

Talk Math What should you do if the remainder is greater than or equal to the divisor? Answer: If the remainder is greater than or equal to the divisor, the divisor can continue to be divided into it. Explanation: If a remainder is more than divisor, it can go one more time and division is not complete. Even if remainder is equal to divisor, it can still go one more time. Hence remainder has to be less than the divisor.

Independent Practice

Explanation: Divide the tens. 42 ÷ 3 Write 1 in the quotient over the tens place. Multiply. 3 × 1 = 3 Subtract. 4 – 3 = 1 Bring down the ones. Divide the ones. 12 ÷ 3 Write 4 in the quotient over the ones place. Multiply 4 × 3= 12 Subtract. 12 – 12 = 0 So, 42 ÷ 3 = 14

Algebra Divide to find the unknown number in each equation.

Question 12. 48 ÷ 3 = h h = ____ Answer: h = 16 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 48 ÷ 3 = h h = 16 16 x 3 = 48

Question 13. 44 ÷2 = b b = ___ Answer: b = 22 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 44 ÷ 2 = h h = 22 22 x 2 = 44

Question 14. 72 ÷ 4 = w w = ___ Answer: w = 18 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 72 ÷ 4 = w w = 18 18 x 4 = 72

Problem Solving

Question 15. Maranda practiced a total of 52 hours in 4 weeks to prepare for a piano recital. If she practiced the same number of hours each week, how many hours did she practice each week? Answer: 13 hours each week. Explanation: Maranda practiced a total of 52 hours in 4 weeks to prepare for a piano recital. Number of hours she practice each week 52 ÷ 4 = 13

Hot Problems

Question 17. Mathematical PRACTICE 2 Reason The following equations show the relationship between multiplication and division. 18 ÷ 3 = 6 3 × 6 = 18 18 ÷ 0 = ? 0 × ? = 18 Explain why it is not possible to divide by zero. Answer: Because 0 has no multiplicative inverse. Explanation: Division by zero with any number is undefined. The word division means splitting something into equal parts or groups. So, that it is shared evenly among everyone. Whereas the value of zero as a number is nothing.

Question 18. ? Building on the Essential Question How does place value help me divide? Answer: Using place value along with division facts in a division equation, helps in dividing larger numbers easily. Explanation: Place Value is important because it provides the foundation for regrouping, multiple-digit multiplication, and more in the decimal system, as well as a starting point for the understanding of other base systems.

McGraw Hill My Math Grade 5 Chapter 3 Lesson 3 My Homework Answer Key

Explanation: Divide the tens. 63 ÷ 3 Write 2 in the quotient over the tens place. Multiply. 3 × 2 = 6 Subtract. 6 – 6 = 0 Bring down the ones. Divide the ones. 3 ÷ 3 Write 1 in the quotient over the ones place. Multiply 3 × 3= 1 Subtract. 3 – 3 = 0 So, 63 ÷ 3 = 12

Question 4. 72 ÷ 6 = ___ n = ____ Answer: n = 12 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 72 ÷ 6 = n n = 12 12 x 6 = 72

Question 5. 45 ÷ 3 = p p = ___ Answer: p = 15 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 45 ÷ 3 = p p = 15 15 x 3 = 45

Question 6. 522 ÷ 2 = k k = ___ Answer: k = 461 Explanation: To isolate the variable in algebra we use inverse operations to manipulate the equation. So, multiplication is the inverse of division and vice-versa. 522 ÷ 2 = k k = 461 461 x 2 = 522

Question 7. A book has 5 chapters and a total of 90 pages. If each chapter has the same number of pages, how many pages are in each chapter? Answer: 18 pages. Explanation: A book has 5 chapters and a total of 90 pages. Number of pages in each chapter 90 ÷ 5 = 18

Test Practice

Question 11. A box of granola bars has 26 bars. If 7 friends split the bars equally, how many bars will be left? A. 2 bars B. 3 bars C. 4 bars D. 5 bars Answer: Option(D) Explanation: A box of granola bars has 26 bars. If 7 friends split the bars equally, Number of bars equally split 26 ÷ 7 = 3 Multiply: 7 x 3 = 21 Subtract: 26 – 21 = 5 Number of bars left = 5

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