 • #### BIOGRAPHY REPORTS • #### COMMON CORE STATE STANDARDS • #### UNIT 9 - PERCENTS • #### BIOGRAPHY REPORT PROJECT • #### ENERGY • #### INDUSTRIAL REVOLUTION # Mrs. Tait's & Mrs. Fleischhauer's Class

### UNIT 5 (BIG IDEAS MATH) - DIVIDE MULTI-DIGIT NUMBERS BY ONE-DIGIT NUMBERS

Divide Multi-Digit Numbers by One-Digit Numbers

Dear Family,

In this chapter, your student is learning about dividing multi-digit numbers by one-digit numbers. Students will use tape diagrams, counters, and area diagrams when dividing. Students will explore division problems with and without a remainder. Students will use a division strategy involving partial quotients, where quotients are found in parts until the remainder is less than the divisor. You can help your student learn about dividing multi-digit numbers by one-digit numbers by practicing in real-life settings. Vocabulary terms associated with this chapter include remainderand partial quotients.

At the grocery store, you can find items to help model division. For example, there may be a cereal box containing 80 ounces. The box of cereal may have a serving size of 3 ounces. Here are some questions to ask your student at the store. (You can choose any product, but you may want to round the price to the nearest dollar.)

• What expression can you use to find the total number of servings?
• What other items are packaged and sold this way?

Help your student find items that can be shared with many people. There should be at least 3 items available. Then ask your student to complete the following.

• Determine the number of people sharing the items.
• Find the number of items that each person would receive.
• Suppose there is one less person to share the items with. Explain how you would change your expression to model the new situation. Explain the meaning of the remainder (if any).

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other contexts in which to use division.

Have fun exploring division!

 Lesson Learning Target Success Criteria 5.1 Divide Tens, Hundreds, and Thousands Use place value to divide tens, hundreds, or thousands. ·I can divide a multiple of ten, one hundred, or one thousand by a one-digit number. ·I can explain how to use place value and division facts to divide tens, hundreds, or thousands. 5.2 Estimate Quotients Use division facts and compatible numbers to estimate quotients. ·I can use division facts and compatible numbers to estimate a quotient. ·I can find two estimates that a quotient is between. 5.3 Understand Division and Remainders Use models to find quotients and remainders. ·I can use models to divide numbers that do not divide evenly. ·I can find a quotient and a remainder. ·I can interpret the quotient and the remainder in a division problem. 5.4 Use Partial Quotients Use partial quotients to divide. ·I can explain how to use an area model to divide. ·I can write partial quotients for a division problem. ·I can add the partial quotients to find a quotient. 5.5 Use Partial Quotients with a Remainder Use partial quotients to divide and find remainders. ·I can use partial quotients to divide. ·I can find a remainder. 5.6 Divide Two-Digit Numbers by One-Digit Numbers Divide two-digit numbers by one-digit numbers. ·I can divide to find the partial quotients. ·I can show how to regroup 1 or more tens. ·I can use place value to record the partial quotients. 5.7 Divide Multi-Digit Numbers by One-Digit Numbers Divide multi-digit numbers by one-digit numbers. ·I can use place value to divide. ·I can show how to regroup thousands, hundreds, or tens. ·I can find a quotient and a remainder. 5.8 Divide by One-Digit Numbers Divide by one-digit numbers. ·I can use place value to divide. ·I can explain why there might be a 0 in the quotient. ·I can find a quotient and a remainder. 5.9 Problem Solving: Division Solve multi-step word problems involving division. ·I can understand a problem. ·I can make a plan to solve using letters to represent unknown numbers. ·I can solve a problem using an equation.

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