Unit 5: Decimal Multiplication and Division, Grade 5

5E Lesson Plan Math

Grade Level: 5th Subject Area: Math
Lesson Title: Unit 5: Decimal Lesson Length: 14 days
Multiplication and Division
THE TEACHING PROCESS

Lesson Overview
This unit bundles student expectations that address determining products and
quotients of decimals. According to the Texas Education Agency, mathematical
process standards including application, a problem-solving model, tools and
techniques, communication, representations, relationships, and justifications should
be integrated (when applicable) with content knowledge and skills so that students
are prepared to use mathematics in everyday life, society, and the workplace.
During this unit, students represent multiplicative structures (multiplication and
division) of problem situations with products and decimals to the hundredths with the
use of concrete objects, pictorial models, and area models. These models serve as a
bridge between whole-number multiplication and division should help students to
assimilate new understandings involving decimal multiplication and division. There is
an emphasis on representing multiplication and division before solving for products
and quotients of decimals to allow for the development of the conceptual
understanding before procedural understanding. Students are expected to estimate
to determine products and quotients, solve for products and quotients, and simplify
numerical expressions that include multiplication and division of whole numbers and
decimals. The number set within this unit is limited to products and quotients to the
hundredths. Factors may include decimals through the thousandths place as long as
the product is only through the hundredths place. Division is limited to, four-digit
dividends and two-digit whole number divisors.
Unit Objectives:
Students will…
 Represent multiplicative structures (multiplication and division) of problem
situations with products and decimals to the hundredths with the use of
concrete objects, pictorial models, and area models.
 Estimate to determine products and quotients, solve for products and
quotients, and simplify numerical expressions that include multiplication and
division of whole numbers and decimals.
Standards addressed:

TEKS:

5.1 A - Apply mathematics to problems arising in everyday life, society, and the
workplace.
5.1B - Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.

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Unit 5: Decimal Multiplication and Division, Grade 5

5.1C - Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
5.1D - Communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
5.1E - Create and use representations to organize, record, and communicate
mathematical ideas.
5.1F - Analyze mathematical relationships to connect and communicate mathematical
ideas.
5.1G - Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
5.3A - Estimate to determine solutions to mathematical and real-world problems
involving addition, subtraction, multiplication, or division.
5.3D - Represent multiplication of decimals with products to the hundredths using
objects and pictorial models, including area models.
5.3E - Solve for products of decimals to the hundredths, including situations involving
money, using strategies based on place-value understandings, properties of
operations, and the relationship to the multiplication of whole numbers.
5.3F - Represent quotients of decimals to the hundredths, up to four-digit dividends
and two-digit whole number divisors, using objects and pictorial models, including
area models.
5.3G - Solve for quotients of decimals to the hundredths, up to four-digit dividends
and two-digit whole number divisors, using strategies and algorithms, including the
standard algorithm.
5.4F - Simplify numerical expressions that do not involve exponents, including up to
two levels of grouping.

ELPS:

ELPS.c.1A - use prior knowledge and experiences to understand meanings in English

ELPS.c.1B - monitor oral and written language production and employ self-corrective
techniques or other resources
ELPS.c.1D - speak using learning strategies such as requesting assistance,
employing non-verbal cues, and using synonyms and circumlocution (conveying ideas
by defining or describing when exact English words are not known)
ELPS.c.1F - use accessible language and learn new and essential language in the
process
ELPS.c.2C - learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS.c.2D - monitor understanding of spoken language during classroom instruction
and interactions and seek clarification as needed
ELPS.c.2E - use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language
ELPS.c.2I - demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
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Unit 5: Decimal Multiplication and Division, Grade 5

ELPS.c.3B - expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing people, places,
and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication
ELPS.c.3C - speak using a variety of grammatical structures, sentence lengths,
sentence types, and connecting words with increasing accuracy and ease as more
English is acquired
ELPS.c.3D - speak using grade-level content area vocabulary in context to internalize
new English words and build academic language proficiency
ELPS.c.3E - share information in cooperative learning interactions
ELPS.c.3F - ask and give information ranging from using a very limited bank of high-
frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts, to using abstract
and content-based vocabulary during extended speaking assignments
ELPS.c.3H - narrate, describe, and explain with increasing specificity and detail as
more English is acquired
ELPS.c.4C - develop basic sight vocabulary, derive meaning of environmental print,
and comprehend English vocabulary and language structures used routinely in written
classroom materials
ELPS.c.4D - use prereading supports such as graphic organizers, illustrations, and
pretaught topic-related vocabulary and other prereading activities to enhance
comprehension of written text
ELPS.c.4E - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F - use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding, and
develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language

Misconceptions:

 Some students may oversimplify dividing by 10 to mean “move the decimal

point to the left”, rather than understand the multiplicative nature of 10s in the
place value system or the magnitude of making a number 10 times smaller.
 When using standard algorithm for multiplying, some students may forget to
place a zero in the second partial product to hold the number of tens by simply
using the digits and not paying attention to place value. (e.g., when multiplying
35 and 26, students correctly multiply 6 and 35 to make a partial product of
210, then use the 2 instead of 20 to multiply by 35 to make a partial product of
70 and not 700.)
 When students work through the standard algorithm procedures, students may
use whole number concepts to multiply, but then not know where to place the
decimal (e.g., 2.7 x 15 becomes 27 x 15 = 405 and now student is not sure
where the decimal should be placed to compensate for thinking 2.7 as a whole
number).
 Some students may think that area models are not related to standard
algorithms, rather than realizing that area models are a visual representation of
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Unit 5: Decimal Multiplication and Division, Grade 5

multiplication and division and can be used to show the partial products or
quotients produced through standard algorithms.
 Some students may think that the most efficient way to break up an area model
into chunks (distributive property) is to break it up by place value, rather than
thinking about the numbers and then determining the most efficient way to
solve from a variety of strategies. (e.g., when multiplying 1.25 by 13 by place
value using an area model, the dimensions would become (1 + 0.2 + 0.05) and
(10 + 3) which would create six partial products (1 x 10) + (0.20 x 10) + (0.05 x
10) + (1 x 3) + (0.20 x 3 ) + (0.05 x 3) = 10 + 2 + 0.5 + 3 + 0.60 + 0.15 = 16.25;
rather than possibly breaking it up in fewer partial products such as (1.25 x 10)
+ (1.25 x 3) = 12.50 + 3.75 = 16.25 or (10 x 0.25) + (3 x 0.25) + (13 x 1) = 2.50
+ 0.75 + 13 = 16.25.
 Some students may think that the standard algorithm is always the most
efficient way to solve a multiplication or division problem, rather than thinking
about the numbers and then determining the most efficient way to solve from a
variety of strategies. (e.g. when multiplying 3.5 by 12 a student could think
about multiplying (3.5 x 10) + (3.5 x 2) = 35 + 7 = 42, or using the associative
property to double and half, such as doubling 3.5 to make 7 and halving 12 to
make 6, then using a basic fact to solve 7 x 6 = 42.)
 Some students may think the dividend always goes on the left side of a division
sentence, rather than understanding where to place the dividend and divisor
based on the symbol being used.
 Some students may think that rounding is the only way to make an estimate,
rather than understanding that there are multiple ways to determine an
estimate.
 Some students may think that rounding and estimating are the same skill,
rather than rounding as one way to make the numbers friendly in order to
compute and determine a reasonable estimate.
 Some students may be able to perform a symbolic procedure for decimal
multiplication or division with limited understanding of the multiplication or
division concepts involved.

Underdeveloped Concepts:

 Some students may gain procedural understanding faster than conceptual

understanding, or vice versa.

Vocabulary:

 Associative property of multiplication – if three or more factors are

multiplied, they can be grouped in any order, and the product will remain the
same
 Commutative property of multiplication – if the order of the factors are
changed, the product will remain the same
 Compatible numbers – numbers that are slightly adjusted to create groups of
numbers that are easy to compute mentally
 Counting (natural) numbers – the set of positive numbers that begins at one
and increases by increments of one each time {1, 2, 3, ..., n}
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Unit 5: Decimal Multiplication and Division, Grade 5

 Decimal number – a number in the base-10 place value system used to

represent a quantity that may include part of a whole and is recorded with a
decimal point separating the whole from the part
 Distributive property of multiplication – if multiplying a number by a sum of
numbers, the product will be the same as multiplying the number by each
addend and then adding the products together
 Dividend– the number that is being divided
 Divisor – the number the dividend is being divided by
 Estimation – reasoning to determine an approximate value
 Expression – a mathematical phrase, with no equal sign, that may contain a
number(s), a unknown(s), and/or an operator(s)
 Factor – a number multiplied by another number to find a product
 Front-end method – a type of estimation focusing first on the largest place
value in each of the numbers to be computed and then determining if the next
smallest place value(s) when grouped should be considered or ignored
(compensation)
 Order of operations– the rules of which calculations are performed first when
simplifying an expression
 Parentheses and brackets – symbols to show a group of terms and/or
expressions within a mathematical expression
 Product – the total when two or more factors are multiplied
 Quotient – the size or measure of each group or the number of groups when
the dividend is divided by the divisor
 Rounding – a type of estimation with specific rules for determining the closest
value
 Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3,
..., n}

Related Vocabulary:

 About  Hundredths  Ratio table

 Approximately  Multiple  Remainder

 Area model  Number line  Tenths

 Base-10 place value system  Position  Thousandths

 Decimal grid
List of Materials:

Materials are listed under each day.

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Unit 5: Decimal Multiplication and Division, Grade 5

INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner

Day 1 Activity:

Materials:
 Journal
 Blank Place Value Chart with Decimals
 sheet with Place Value Terms
 Glue
 Scissors

Show students the following video clip…

https://www.youtube.com/watch/?v=jaDWOlQw9FQ&noredirect=1

Mini Place Value Review. Each student will be given a blank place value chart with
decimals and a page with Place Value terms. Students need to cut out the terms
and glue them on the place value chart in the correct place. Once complete, glue on
the inside of the front cover of their math journal.
What’s the teacher doing? What are the students doing?

Playing video clip. Watching video clip.

Walking around the room to see how students are Filling in their place value chart with terms.
doing with the activity in order to determine their
prior knowledge.

Ask the following questions:

 What is “place value”? Answers may

vary. Place value is the value of a digit as
determined by its location in a number,
such as units, tens, hundreds, tenths,
hundredths;
 Is it important to line-up the decimals
when working a problem?
 How is solving a problem with
decimals different than a problems
with whole numbers?

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Unit 5: Decimal Multiplication and Division, Grade 5

Phase Two: Explore the Concept

Day 1 Activity:

Materials:
 Journal
 Multiplication Patterns with Decimals handout

Students will explore multiplication patterns with decimals.

Teacher will place vocabulary words and definitions on the board for students to copy
down in their math journal.

Teacher will show students how to solve problems using patterns (see example
below, or you may come up with your own.)

Example 1:

Juan is gathering equal-sized squares of tile to put in his closet. Each square has an
area of 0.80 of a square inch. If he uses 1,000 squares to tile the floor, what will be
the area of the closet?

Use patterns to solve.

1 x 0.80 = 0.80
10 x 0.80 = 8.0
100 x 0.80 = 80
1,000 x 0.80 = 800

The closet will have an area of 800 square inches.

Example 2:

Joanna is making a model of her school for the local museum. The length of the
1
building is 2,318 feet. If the model is 100 of the actual size of the building, how long is
the model?

1 x 2,318 = 2,318
0.1 x 2,318 = 231.8
1
0.01 x 2,318 = 23.18 of 2,318
100

Joanna’s model of her school is 23.18 feet long.

Students will be given a handout titled “Multiplication Patterns with Decimals” for
the remainder of class. It may be completed for homework if necessary.

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Unit 5: Decimal Multiplication and Division, Grade 5

What’s the teacher doing? What are the student’s doing?

Giving vocabulary words and definitions.
Writing vocabulary words and definitions in
Modeling examples. journal.
Monitor and assist students as needed.
Being good listeners and writing examples in
Ask: journal.
 Why is it important to use patterns
when learning how to multiply Working on multiplication patterns with decimals
decimals? Answers may vary. handout.
 How can patterns help you place the
decimal point in a pattern? Answers
may vary.
 In the first example, how is the last
equation different from the previous
three equations? Answer may vary; I
had to put a zero as a placeholder at the
end of the product in the last step in order
to move the decimal.
 What does the additional 0 in the last
equation represent? Answers may vary;
It represents 0 ones. Since I had to move
the decimal point to the right 3 places, I
have to write a zero as a place holder in
the ones place.
 How is the pattern in Example 2
different from the pattern in Example
1? Answers may vary. The factors of 10
are decimals that are less than one, which
means that the decimal points in the
products move to the left.
**Teacher Note:
Make sure students understand that there is a
pattern to the way the decimal moves when
numbers are multiplied by 10, 100, and 1,000 and
that pattern can be used to find the product. Also,
be sure students notice that when a number is
multiplied by 10, 100, and 1,000, the decimal point
moves to the right, and when a number is
multiplied by 0.1, and 0.01, its decimal point
moves to the left.
Phase Two: Explore the Concept

Day 2 Activity:

Materials:
 Blank Decimal Models
 Map Pencils
 Multiplying Decimals with Whole Numbers handout

Students will use decimal models to model products. Students will shade the model
and count the shaded parts to find the product. Teacher will model example.

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Unit 5: Decimal Multiplication and Division, Grade 5

Example 1:

A slug’s maximum speed is 0.003 miles per hour. If the slug travels at the same
speed, how far could it move in 6 hours?

A. Complete the statement to describe the problem.

 I need to find how many total miles are in 6 groups of 0.003 miles.
 Write an expression to represent the problem. 6 x 0.003

** In Step A, help the students understand what they need to find in the problem.

B. Use the decimal model to find the answer.

 Ask: What does each small square in the decimal model
represent? One hundredths; 0.01

**In Step B, students should be able to recognize that one square in the decimal model is one
hundredth of the whole model.

C. Shade a group of 3 squares to represent the distance the slug can move
in 1 hour.
D. Use different colors to shade each additional group of 3 squares until
you have 6 groups of 3 squares.

** In Step D, help students understand that they are finding 6 groups of 0.003 by having them use
different or alternating colors to shade each group of 0.003. Let students know that it is easiest to
shade the model from top to bottom and from left to right.

E. Record the total number of squares shaded. 18 squares. So, the slug
can move 0.018 miles in 6 hours.

**If needed, here are a few more examples of multiplying decimals with whole
numbers.

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Unit 5: Decimal Multiplication and Division, Grade 5

Ex:

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Unit 5: Decimal Multiplication and Division, Grade 5

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Unit 5: Decimal Multiplication and Division, Grade 5

Give each student the handout titled “Multiplying Decimals with Whole Numbers.”
Work the first few with students and then let them complete on their own.
What’s the teacher doing? What are the students doing?

Modeling examples. Being good listeners.

Ask: Writing examples in their journal.

 What does one column of the model
represent? One tenth. Working on handout.
 How does knowing what one column
represents make finding the product
easier? Answers may vary. Instead of
counting each individual square, you can
count the number of fully shaded columns
to find the number of tenths in the
product. Then you can count the rest of
the squares to find the number of
hundredths.
 How can the model help you determine
if your answer is reasonable? Answers
may vary. The model shows 1 whole, or
1 mile. When I shade 6 groups of 3
squares, the model shows that my answer
should be less than 1 mile.
Phase Three: Explain the Concept

Day 3 Activity:

Materials:
 Journal

Students will make a journal entry explaining how they can use a model to multiply a
whole number and a decimal.
Phase Two: Explore the Concept

Day 3 Activity:

Materials:
 Multiplication with Decimals and Whole Numbers handout

Teacher will give a mini review of properties of multiplication. See bullets below for
definitions, examples and strategies.

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Unit 5: Decimal Multiplication and Division, Grade 5

 Properties of Multiplication
o Commutative Property of Multiplication – if the order of the factors are
changed, the product will remain the same
 a x b = c; therefore, b x a = c
 Ex: 2.5 x 1.1 = 2.75 and 1.1 x 2.5 = 2.75
Therefore, 2.5 x 1.1 = 1.1 x 2.5
o Associative Property of Multiplication – if three or more factors are
multiplied, they can be grouped in any order, and the product will remain
the same
 a x b x c = (a × b) × c = a × (b × c)
 Ex: 2.5 x 1.1 x 3
(2.5 x 1.1) x 3 = 2.75 x 3 = 8.25 or 2.5 x (1.1 x 3) = 2.5 x
3.3 = 8.25
Therefore, 2.5 x 1.1 x 3 = (2.5 x 1.1) x 3 = 2.5 x (1.1 x 3)
o Distributive Property of Multiplication – if multiplying a number by a sum
of numbers, the product will be the same as multiplying the number by
each addend and then adding the products together
 a x (b + c) = (a x b) + (a x c)
 Ex: 2.5 x 1.1 = 2.5 x (1.0 + 0.1) = (2.5 x 1.0) + (2.5 x 0.1) =
2.5 + 0.25 = 2.75
 Ex: 2.7 x 2.5 = (2.5 + 0.2) x 2.5 = (2.5 x 2.5) + (0.2 x 2.5) =
6.25 + 0.50 = 6.75
 Strategies for Multiplication
o Distributive Property for Partial Products

o Doubling and Halving

o Relate multiplication (associative property) to numerical notation

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Unit 5: Decimal Multiplication and Division, Grade 5

o Ratio tables

Teacher will introduce multiplication with decimals and whole numbers. Show
students how to solve using the Distributive Property and Partial Products. Show
students the following example or come up with your own.

Example 1:

Adam and Julie are experimenting with a balance beam. They put a post-it note pad
on one side of the beam and a penny on the other side. Each penny weighs 3.4
grams. If the post-it pad is 4 times heavier than the penny, how much does the post-it
pad weigh?

 Multiply 4 x 3.4

 Estimate the product. Round to the nearest whole number. 4 x 3 = 12

 Use the Distributive Property to solve.

4 x 3.4 = 4 x (3 + 0.4)
= (4 x 3) + (4 x 0.4)
= 12 + 1.6
= 13.6
The post-it pad weighs 13.6 grams

Another way to solve is by using partial products.

 Multiply the tenths by 4.

3.4
x 4
1.6 4 x 4 tenths = 16 tenths, or 1 ten and 6 tenths

 Multiply the ones by 5.

3.4
x 4
1.6
12 4 x 3 ones = 12 ones, or 1 ten and 2 ones

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Unit 5: Decimal Multiplication and Division, Grade 5

 Add the partial products

3.4
x 4
1.6
+ 12
13.6

Students will be given a handout titled “Multiplication with Decimals and Whole
Numbers.” Teacher will work the first few problems with students, then students will
complete on their own.

What’s the teacher doing? What are the students doing?

Reviewing properties of multiplication. Being good listeners.

Ask: Writing examples in their journals.

 What is the distributive property? If
multiplying a number by a sum of Working on handout.
numbers, the product will be the same as
multiplying the number by each addend
and then adding the products together.
 Why would estimation be useful in
determining if your answer is
reasonable or not? Answers may vary.
 How many pennies does it take to
balance the beam? 4 pennies
What are partial products? Answers
may vary; A product formed by multiplying
the multiplicand by one digit of the
multiplier when the multiplier has more
than one digit. Partial products are used
as intermediate steps in calculating larger
products. For example, the product of 67
and 12 can be calculated as the sum of
two partial products, 134 (67 × 2) + 670
(67 × 10), or 804.
How is using the Distributive Property
and Partial Products similar? Answers
may vary.

Phase Two: Explore the Concept

Day 4 Activity:

Teacher will model to students how to multiply whole numbers and decimals using
expanded form using two different methods. The first method is by using a model.
Please see example below or come up with your own.

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Unit 5: Decimal Multiplication and Division, Grade 5

Example 1: (Using a Model)

Trent is preparing himself for a

(Read the following problem to students or put on projector)
marathon in 27 days. He jogs 6.3 miles each day. How many miles will Trent run in
preparation for the marathon?

Multiply: 27 x 6.3

Step 1: Rewrite the factors in expanded form and label the model.
6 0.3
27 = 20 + 7 120 6 20
6.3 = 6 + 0.3 42 2. 7
1

Step 2: Multiply to find the area of each section. The area of each section represents
a partial product. (Labeled in red in the model)

Step 3: Add the partial products. 6.3

x 27
120 20 x 6
6 20 x 0.3
42 7x6
+ 2.1 7 x 0.3
170.1
So, Trent jogs 170.1 miles in preparation for the marathon.

The other method is by using place value patterns. Please see example below or
come up with your own.

Example 2: (Place Value Patterns)

Jessica is baking cookies for her

(Read the following problem to students or put on projector)
son’s school fundraiser. Each batch of cookies requires 3.52 cups of flour. If Jessica
intends to bake 12 batches of cookies, how much flour will she need?

Multiply 12 x 3.52

Step 1: Write the decimal factor as a whole number. 3.52 352

Step 2: Multiply using whole numbers.

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Unit 5: Decimal Multiplication and Division, Grade 5

x 100 352 x 0.01

3.52 x 12 3.52
x 12 704 x 12
? +3,520 42.24
x 100 4,224 x 0.01

Step 3: Place the decimal point.

1
The decimal product is 0.01 or 100 of the whole number product. So, Jessica needs
42.24 cups of flour to bake the cookies.
What’s the teacher doing? What are the students doing?

Modeling examples of multiplication problem Being good listeners.

using expanded form with model.
Copying down examples in journal.
Walking around observing; making sure students
understand how to set up area model.

Ask:

 In Example 1, how does the model

relate to the written problem? Answers
may vary; The model gives you a visual
representation of each partial product.
Just as the written problem shows, you
find the product by multiplying each place
value one at a time and then adding.
 In Example 1, how does each row of
the area model represent the
Distributive Property? Answers may
vary; The first row of the area model
represents 20 x (6 + 0.3). The second
row of the model represents 7 x (6 + 0.3).
 In Example 2, what happens to the
decimal point when you multiply in
Step 1? Step 3? It moves two places to
the right to make it a whole number; It
moves back two places to the left.

Phase Three: Explain the Concept

Day 4 Activity:

Materials:
 Journal
 Multiply Using Expanded Form handout

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Unit 5: Decimal Multiplication and Division, Grade 5

Have students get out their journal and copy and complete the following area model:

0.4
200 500
150 30
20

After students have completed the model, have them write their own area model with
at least one missing cell in each row. Make sure the area model is possible to solve.
Have students swap area models with a classmate and solve.

Teacher will give students a handout titled “Multiply Using Expanded Form.”
Students may work on handout for the remainder of class.
What’s the teacher doing? What’s the student doing?

Showing students the area model that they are to Writing down area model teacher gave in their
write down in their journal. journals.

Walking around and observing how students are Making their own area model for classmate to
doing with area model that teacher gave and on solve.
their own.
Solving classmate’s area model.

Working on handout.
Phase Two: Explore the Concept

Day 5 Activity:

Teacher will do a very quick review of what students have learned so far.

Ask:
 How can you decide where to place the decimal point when multiplying a whole number
and a decimal? Answers may vary. Find the total number of decimal places in the decimal,
the product should have the same number of decimal places.
 What model can you use to show the product of a decimal and a whole number?
Answers may vary. A grid.
 How can you estimate the product of a decimal and a whole number? Answers may vary.
By rounding the decimal to the nearest whole number and multiply the two whole numbers.
 How could you use the Distributive Property to multiply 4 and 12.53? 4 x (12 + 0.53).

Teacher will introduce lesson over multiplying with money. In this lesson, students
will be dissecting word problems, or making a plan. Teacher will show students how
to properly make a plan. Read (or put on projector) the following question or come up
with your own.

Problem 1:

Jackie, Ben and Sarah went to the homecoming carnival. Jackie spends $7.35. Ben
spends 4 times as much as Jackie and Sarah spends $3.76 more than Ben. How
much does Sarah spend?

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Unit 5: Decimal Multiplication and Division, Grade 5

 The first thing students need to do after reading the problem is ask themselves
what do they need to find. In this case, we need to find the amount of money
Sarah spent at the homecoming carnival. Have students write down what they
need to find.
 Next, we need to pull out the information that we are given or that is known. In
this problem, we know that we need to use the amount of money Jackie spent
to find out how much Ben and Sarah spent.
 Then, we need our plan or strategy. In most cases, students can draw a
diagram or picture to represent the problem to solve.

Jackie $7.35

Ben
$7.35 $7.35 $7.35 $7.35
Sarah $3.76
$7.35 $7.35 $7.35 $7.35

Jackie: $7.35

Ben: 4 x $7.35 = ____$29.40____

Sarah: $29.40 + $3.76 = $33.16

So Sarah spent $33.16 at the homecoming carnival.

Problem 2:

Jackson’s checking account has a balance of $87.24 in February. By April, his

balance is 3 times as much as his February balance. Between April and December,
Jackson deposits $113.54. If he does not take any money out, how much will
Jackson have in his checking account?

 What do I need to find? Jackson’s checking account balance at the end of

December.
 What information am I given? The balance in February is known. I have the
information to get the balance in April. I also know the amount of money that
was added between April and December.
 What is my plan?

February $87.24

April $87.24 $87.24 $87.24

December $87.24 $87.24 $87.24 $113.54

February: $87.24
April : 3 x $87.24 = $261.72
December: $261.72 + $113.54 = $375.26
19
Unit 5: Decimal Multiplication and Division, Grade 5

Jackson’s checking account balance at the end of December is $375.26.

What’s the teacher doing? What’s the student doing?

Going over a few review questions. Being good listeners.

Introducing lesson about multiplying money. Answering review questions.

Showing examples of multiplying with money. Writing down examples.

Ask: (Problem 1)
 When making your plan, how will you
label the empty boxes for Sarah? Why?
$7.35; Sarah spent as much as Ben plus
another $3.76. I need to show the same
amount as I showed for Ben along with the
additional $3.76.
 How does the plan show you what
operations you should use to solve the
problem? Answers may vary; It shows the
amounts I need to put together to find how
much Sarah spent. When 2 or more
boxes have the same amount, I can
multiply to find the total. When a box has
a different amount, I need to add it to the
total of the other amounts.
 How did finding the amount Ben spent
help you find the amount Sarah spent?
Answers may vary; Sarah spent the same
amount as Ben plus $3.76 more than Ben.
I just added $3.76 to the amount that Ben
spent.

Ask Problem 2:

 Is the balance for each month known?

No, only the balance for February is
known.
 What do you know about the balance
for April and December? The April
balance is 3 times the February balance.
The December balance is the same as
the April balance plus $113.54.
 What will you draw to represent the
February balance? Why? 1 box labeled
with $87.24, since that is the February
balance.
 What will you draw to represent the
April balance? Why? 3 boxes labeled
$87.24; April’s balance is 3 times the
amount of February’s balance.
 How will you represent December’s
balance? Why? First you need to draw 3
boxes labeled $87.24 because part of
December’s balance is the same as the
20
Unit 5: Decimal Multiplication and Division, Grade 5

April balance. Then, you need to draw a

box labeled $113.54 to represent the
additional amount that was deposited.

Phase Three: Explain the Concept

Day 5 Activity:

Materials:
 Multiplying with Money handout

Give students a copy of the handout titled “Multiplying with Money.” Have students
work on this on their own and turn it in. They may work on this for the remainder of
class.
What’s the teacher doing? What’s the student doing?

Handing out Multiplying with Money handout. Being good listeners.

Going over instructions. Working on handout.

Walking around the room and observing student

responses.
Phase Two: Explore the Concept

Day 6 Activity:

Materials:
 Colored Pencils
 Decimal Multiplication handout
 Paper for students to draw decimal squares, or they may put in journal

Teacher introduces lesson on Decimal Multiplication. Ask students how they can use
a model to multiply decimals. (Seek out prior knowledge.) Show students example on
the board. See example below or you may come up with your own.

Example 1:

The distance between Jackie’s house and the library is 0.6 mile. If Jackie rides her
scooter 4 tenths of the distance and walks the rest of the way, how far does Jackie
ride her scooter to the library? Explain that students can use a decimal square to multiply
decimals.

Multiply. 0.4 x 0.6

21
Unit 5: Decimal Multiplication and Division, Grade 5

Step 1: Draw a square with 10 equal columns.

Ask: What decimal value does each column represent? 0.1 or one tenth

Step 2: Use a colored pencil and shade the columns on the grid to represent the
distance to the library from Jackie’s house.

Ask
 What is the distance between Jackie’s house and the library? 0.6
mile.
 How many columns will you shade? 6 columns
(Have students use colored pencils to shade after you ask these
questions. It is best if teacher is doing this on smart board so
students may follow along)

Step 3: Divide the square into 10 equal rows.

Ask: What decimal value does each row represent? 0.1 or one tenth
22
Unit 5: Decimal Multiplication and Division, Grade 5

Step 4: Use a different color pencil and shade rows that overlap the shaded columns
to represent the distance to the library that Jackie rides her scooter

Ask:
 What part of the distance to the library does Jackie ride her
scooter? 0.4 miles or 4 tenths
 How many rows of the shaded columns will you shade? 4 rows

Step 5: Count the number of squares you shaded twice.

Ask:
 How many total squares are shaded twice? 24
 How much does each square represent? 0.01 or one hundredth
 What is the value of the squares as the product 0.4 x 0.6 = ? 0.24

So Jackie rides her scooter for 0.24 mile.

Example 2:

Use a decimal square to multiply 0.8 x 1.3.

Step 1: Shade columns to represent 1.3.

Ask: How many tenths are in 1.3? 13 tenths

23
Unit 5: Decimal Multiplication and Division, Grade 5

Step 2: Make ten equal rows on the 10 equal columns. Shade rows that overlap the
shaded columns to represent 0.8.

Ask: How many rows of the shaded columns did you shade? 8 rows

Step 3: Count the number of squares that you shaded twice. Record the product.

0.8 x 1.3 = 1.04

Ask:
 Why do you need to use two decimal squares? Answers may vary;
Each decimal square represents 1 whole, and 1.3 is greater.
 How did you decide how many columns to shade? Answers may
vary; 1.3 is 13 tenths, and each column represents 1 tenth or 0.1, so I
shaded 13 columns.
 How did you decide how many rows of the shaded columns to
shade? Answers may vary; I shaded 8 rows because I was finding 8
tenths of the shaded part.
 What squares did you count to find the product? All the squares that
are shaded twice in both decimal squares.

Give students a copy of the Decimal Multiplication handout. Have students work on
this for 25-30 minutes.

What’s the teacher doing? What’s the student doing?

Introducing lesson over decimal multiplication. Being good listeners.

Showing students an example. Following along and writing down example(s) in

journal.
Ask:
 Why do you draw 10 equal columns Working on Decimal Multiplication handout.
and 10 equal rows in the square?
Answers may vary; The factors in the
problem are both tenths, and each factor
represents either the number of rows or
the number of columns in the model.

24
Unit 5: Decimal Multiplication and Division, Grade 5

 In Step 4, why do you only shade the

part of the rows that overlap the
already shaded columns? Answers may
vary; You are finding a part of the part
that is already shaded.
 How can you find the number of
squares that are shaded twice?
Answers may vary; Count all the squares;
count the number of squares in a column
and multiply it by the number of rows.
 Why is the product of the two decimals
also a decimal? Answers may vary; the
product is part of a part of a whole, so it is
also a part of a whole. You can represent
a part of a whole with a decimal.

Giving students copy of Decimal Multiplication

handout.
Phase Three: Explain the Concept

Day 6 Activity:

Materials:
 Journal

Students will make a journal entry explaining why the product is less than only one of
the decimal factors when multiplying decimals. Have students come up with a
problem and use the decimal square when explaining their answer.

What’s the teacher doing? What’s the student doing?

Giving students the writing prompt for their journal Being good listeners.
entry and explaining what needs to be included.
Writing in their journals.
Phase Two: Explore the Concept

Day 7 Activity:

Materials:
 6-8 index cards per student
 Multiply Decimals by Decimals handout

Teacher introduces lesson over multiplying decimals by decimals. Show students the
following ways to solve this type of problem. See examples below or you may come
up with your own.

Example 1: (Using place value)

Beth and Jason have each been growing a plant for the past 8 months. They want to
see who has the taller plant. Beth’s plant is 2.3 meters tall. Jason’s plant is about 1.8
times as tall. What is the height of Jason’s plant?
25
Unit 5: Decimal Multiplication and Division, Grade 5

Step 1: Multiply using whole numbers Step 2: Place the decimal point.

2.3 23 x 0.1 2.3 1 place value

x 1.8 x18 x 0.1 x 1.8 1 place value
184 4.14 1 + 1, or 2 place value
+ 230
414 x 0.1

Example 2: (Using estimation)

Multiply 6.7 x 4.23

Step 1: Estimate by rounding each factor to the nearest whole number.

6.7 x 4.23

7 x 4 = 28

Step 2: Multiply as with whole numbers.

423
x 67
2,961
+ 25,380
28,341

Step 3: Use the estimate to place the decimal point.

**The product should be close to your estimate**

4.23
x 6.7
28.341

Assign students as #1 and #2. Have each one pair up with a #2. Give each student
about 6-8 index cards. Students that are a #1 will be assigned to write numbers with
hundredths decimal and the #2 students will write numbers with tenths decimal. Each
#1 will write a number on their index card and each #2 will write a number on their
index card. Have partners write and solve a multiplication problem using their two
numbers. Make sure students are not paired with hundredths/hundredths or
tenths/tenths. Once students have solved, have them switch partners and repeat.
Ask students to share some problems and explain how they solved them.

Have students work Multiply Decimals by Decimals handout for the remainder of
class.

26
Unit 5: Decimal Multiplication and Division, Grade 5

What’s the teacher doing? What’s the student doing?

Introducing lesson over multiply decimals by Being good listeners.

decimals.
Writing down examples in journal.
Showing examples and answering questions.
Asking questions.
Ask:
 Why does it matter where you place Working with partner to solve problems.
the decimal point in the product?
Answers may vary; If you place the Working individually on handout.
decimal point in the wrong place, the
product will be greater than or less than
the actual product, even though the digits
are in the correct order.
 How does estimation help you place
the decimal point? Answers may vary; I
can see what the whole number should
be in the product, and place the decimal
point to the right of the ones digit in the
whole number.
 To round a decimal to the nearest
whole number, which place value
should you look at? Tenths place.

Assigning students with numbers.

Passing out index cards.

Walking around and observing students as they

are working on their problems.

Phase Three: Explain the Concept

Day 8 Activity:

Materials:
 Journal

Students will make a journal entry explaining different strategies they can use to place
a decimal point in a product.

Phase Two: Explore the Concept

Day 8 Activity:

Materials:
 Zeros in the Product

27
Unit 5: Decimal Multiplication and Division, Grade 5

Teacher will introduce lesson over zeros in the product. Explain to students that
when multiplying decimals, the product may not have enough digits to place the
decimal point and that they will have to add a place holder 0 (zero). Show students
the following examples or you may come up with your own.

Example 1:

It’s field day at Starr Elementary School. The fifth grade class is getting to have a frog
race to see how far the frogs can jump in 30 seconds. Caleb’s frog jumps 0.3 feet.
Josh’s frog jumps 0.2 times as far as Caleb’s. How far does Josh’s frog jump?

Multiply. 0.3 x 0.2

Step 1: Multiply using whole numbers. Step 2: Determine the position of the
. decimal point in the product.

3 x 0.1 0.3 1 place value

x2 x 0.1 x 0.2 1 place value
6 x 0.01 0.06 1 + 1, or 2 place values

**Since the tenths are being multiplied by tenths, the product will show hundredths.

Step 3: Place the decimal. Ask if there are enough digits in the product to place the
decimal point. In this case, there are not enough. Write zeros, as needed, to the left
of the whole number product to place the decimal point.

Example 2: (using money)

Multiply 0.4 x $0.20

Step 1: Multiply using whole numbers. Step 2: Determine the position of the
. decimal point in the product.

Step 3: Place the decimal point. Write zeros to the left of the whole number product
as needed.

20 $0.20
x 4 x 0.4
80 $0.080

So, 0.4 x $0.20 = $0.08.

Give students handout titled “Zeros in the Product.” Have students work on this for
a few minutes and complete for homework.

28
Unit 5: Decimal Multiplication and Division, Grade 5

What’s the teacher doing? What’s the student doing?

Introducing lesson over zero in the product. Being good listeners.

Ask: Following along, writing down examples in journal.

 How can you determine the number of
decimal places that should be in the Asking questions.
product? Answers may vary; You can
use a pattern (0.1 x 0.1 = 0.01). Working on handout titled Zeros in the Product.
 How do you know that there are not
enough digits in the product? Answers
may vary; After using a pattern to find the
number of decimal places and using
whole numbers to multiply, the product
only has one digit so I know I have to add
another zero because my pattern told me
I had two decimal places.
 (Example 2) Since the problem
involves money, what place value
should you use to show cents?
Thousandths
 How can you show hundredths
multiplied by tenths using decimal
patterns? 0.1 x 0.01
 Why can the zero in the thousandths
place be removed in Step 3? Answers
may vary; 8 hundredths and 80
thousandths have the same value.
Phase Four: Elaborate on the Concept

Day 8 Activity: (may have to run over to the beginning of day 9)

Materials:
 11 x 14 manila paper (1 per student/or group)
 Old copies of Magazines/books/newspapers/etc

Students will be handed an 11 x 14 piece of manila paper and some old

magazines/books/newspapers/etc. They can be put in groups or you can have
them work individually. They are to find pictures and come up with a multi-step word
problem that involves decimal multiplication (that has been taught over the last 8
days) involving real world experiences. Students must use complete sentences and
correct mathematical terms. The project must be neat and orderly. The problem
must work and the students need to have a solution to their problem on a separate
sheet of paper. Once complete, students will trade with another group and see if the
problem works correctly.
What’s the teacher doing? What’s the student doing?

Explaining the project. Being good listeners.

Walking around and observing. Working on project with partner or individually.

Check for understanding.

29
Unit 5: Decimal Multiplication and Division, Grade 5

Phase One: Engage the Learner

Day 9 Activity:

Show students one of the following video clips…

https://www.youtube.com/watch?v=gFEj4ZrLBTs

https://www.youtube.com/watch?v=QUK81Wygmg4&feature=share

https://www.youtube.com/watch?v=0onPTEpShPU

What’s the teacher doing? What’s the student doing?

Playing video clip(s) for students. Engaged in the video.

Phase Two: Explore the Concept

Day 9 Activity:

Materials:
 Journal/math spiral/notebook paper
 Division Patterns with Decimals handout

Teacher will introduce lesson over division patterns with decimals. Since students
have already learned about multiplication patterns with decimals, ask students to think
about this question: How can patterns help you place the decimal point in a quotient?
Have students write down an answer to this question. Once the lesson is over, re-ask
the question and have students go back and look at their answer to see if they were
correct or not. Show students the following examples or you may come up with your
own.
Example 1: (place-value patterns)

The Y.O. Ranch uses 740 pounds of cubes to feed 1,000 head of yearlings. If each
yearling eats the same amount, how many pounds of cubes will each yearling eat?

Divide 740 ÷ 1,000

**Tell students that you can use place-value patterns to find the quotient. When they have to divide by
10, 100, or 1,000, it is the same as multiplying by 0.1, 0.01, or 0.001.

740 x 1 = 740 740 ÷ 1 = 740

740 x 0.1 = 74.0 740 ÷ 10 = 74.0
740 x 0.01 = 7.40 740 ÷ 100 = 7.40
740 x 0.001 = 0.740 740 ÷ 1,000 = 0.740

Each yearling will eat 0.74 pounds of cubes.

**Have students look at the multiplication pattern. Have them see that the decimal point moves to the
left in the decimal factor and it also moves left in the product.
30
Unit 5: Decimal Multiplication and Division, Grade 5

Place the following patterns on the board and have the students complete on a
separate sheet of paper/math spiral/journal.

1. 47.3 ÷ 1 = 2. 138.6 ÷ 1 =
47.3 ÷ 10 = 138.6 ÷ 10 =
47.3 ÷ 100 = 138.6 ÷ 100 =

Example 2: (making connections between dividing by 10 and multiplying by

0.1)

Mrs. Huff is making her famous blackberry cobbler for a large social gathering. She
used 32.4 cups of blackberries, one-tenth as many cups of flour as cups of
blackberries and one-hundredth as many cups of sugar as cups of blackberries. How
many cups of each ingredient did Mrs. Huff use?

Ask:
 What do we know? She used 32.4 cups of blackberries, one-tenth as many cups of flour as
blackberries, and one-hundredth as many cups of sugar as cups of blackberries.
 What number can you divide 32.4 by to find how many cups of flour Mrs. Huff used?
1
Explain. 10. Answers may vary; She used 0.1 or as many cups of flour as cups of
10
1
blackberries and when you divide by 10, it is the same as finding 0.1 or of a number.
10
 What number can you divide 32.4 by to find how many cups of sugar Mrs. Huff used?
1
Explain. 100. Answers may vary; She used 0.01 or as many cups of sugar as cups of
100
1
blackberries and when you divide by 100, it is the same as find 0.01 or of a number.
100
Blackberries: 32.4 cups

Flour: 32.4 cups ÷ 10 Sugar: 32.4 cups ÷ 100

*use patterns
32.4 ÷ 1 = 32.4 32.4 ÷ 1 = 32.4
32.4 ÷ 10 = 3.24 32.4 ÷ 10 = 3.24
32.4 ÷ 100 = 0.324

Mrs. Huff uses 32.4 cups of blackberries, 3.24 cups of flour, and 0.324 cups of sugar.

Example 3:

896 ÷ x = 0.896 x ÷ 10 = 9.2

In this example, students will need to find the value of x. Remind them to think about
how they place the decimal when they are dividing and/or to use patterns to help
them solve.

896 ÷ 1,000 = 0.896 98 ÷ 10 = 9.8

Give students handout titled Division Patterns with Decimals and have them work
on it individually.

31
Unit 5: Decimal Multiplication and Division, Grade 5

What’s the teacher doing? What’s the student doing?

Introducing lesson over division patterns with Being good listeners.

decimals.
Following along and writing down examples.
Showing examples to students.
Asking questions.
Ask:
 Look at the division pattern and tell me Working on Division Patterns with Decimals
what is happening to the divisor each handout.
time? Answers may vary; The divisor is
10 times greater than the previous one.
 Think about fractions and place-value.
1
What fraction of 740 is 74? 74 is of
10
740.
 What is happening to the quotient each
1
time? The quotient is 0.1 or the size of
10
the previous quotient.
 Example 3: How can you find the value
of x? Answers may vary; If you look at
the dividend and the quotient, the decimal
place has moved to the left 3 places.
That must make the divisor 1,000.
Phase Two: Explore the Concept

Day 10 Activity:

Materials:
 Journal/math spiral/notebook paper
 Base-Ten blocks
 Dividing Decimals by Whole Numbers Using Models handout

Teacher will introduce lesson over how to divide decimals by whole numbers.
Teacher will model the following examples or you may come up with your own.

Example 1: (Using decimal models)

Jeffrey is building a fence around the tree that he just planted. He has enough
materials for the perimeter of the fence to be 3.6 feet. If he makes the fence a perfect
square, how long will each side be?

32
Unit 5: Decimal Multiplication and Division, Grade 5

Step 1: Create a decimal model and shade the model to show 3.6

Step 2: Figure out how you need to share your model. In this case, we need to
share it equally between four groups.

Step 3: We know that 3 wholes cannot be equally shared between 4 groups without
regrouping, so we need to separate our model into tenths. (If students are following
along, have them cut the model into tenths.) Once broken down into tenths, there will
be 36 tenths in 3.6

Step 4: On a separate sheet of paper, draw 4 large circle. These represent the four
sides of the fence or our four groups. Share the tenths equally among the four
groups.

Step 5: Ask yourself how many ones and tenths you have in each group/circle. In
this case, we do not have any ones, but we have 9 tenths in each group. Then write
9 tenths as a decimal. 0.9

Step 6: Write a number sentence using the data in your model. 3.6 ÷ 4 = 0.9

Jeffrey’s fence has a length of 0.9 feet on each side.

During this unit, students have learned about and how to use several different models
to solve problems involving decimals. Let them know that the decimal model is not
the only model they may use to solve. They may also use area models or base-ten
blocks. See the following example for using base-ten blocks or you may come up
with your own.

33
Unit 5: Decimal Multiplication and Division, Grade 5

Example 2: (using base-ten blocks) *If you can, let each student have a set of
base-ten blocks or let them get in groups, so they may use them for a hands-on
activity.

Mark’s mom wants him to hang 5 bird feeders in their yard. Mark has 5.25 feet of
rope. If he uses the rope equally, how long will each piece of rope be?

Divide 5.25 ÷ 5

Step 1: Using base-ten blocks, model 5.25.

**Flats represent one, longs represent one tenth and a small cubes represent one
hundredth.

Step 2: Now we want to share equally between 5 groups. Start with the ones,
tenths, hundredths.

Ask:
 How many ones will be shared equally between 5 groups? Will there be any left
over? One; No.
 There are two tenths. Can they be shared equally between 5 groups? Why or
why not? No, two tenths cannot be shared equally between 5 groups. You must
regroup the tenths and replace them with hundredths.
 How many hundredths do we now have? How many hundredths will be shared
equally between 5 groups? 25 hundredths; 5 hundredths
34
Unit 5: Decimal Multiplication and Division, Grade 5

Step 3: Now that we have regrouped and shared equally between 5 groups, see how
many are in each group.

In each group there is 1 one and 5 hundredths, so each piece of rope is 1.05 feet
long.

Give each student handout titled “Dividing Decimals by Whole Numbers Using
Models.”
What’s the teacher doing? What’s the student doing?

Introducing lesson over dividing decimals by Being good listeners.

whole numbers.
Following along and writing down examples.
Modeling examples.
Using base-ten blocks to model example.
Ask:
 (Example 1) What do we know about Asking questions.
the fence? Answers may vary; It is a
perfect square; it will have 4 equal sides; Working on Dividing Decimals by Whole Numbers
the perimeter is 3.6 feet. Using Models handout.
 How do you find the length of each
side of a square if the perimeter is
given? Use the perimeter and divide that
number by 4.
 (Example 2) Why do we want make
equal shares between 5 groups?
Answers may vary; We are dividing 5.25 ÷
5. When you divide you are sharing
equally between so many groups
(divisor), so if I want to know many is in
each group, I must share equally.
 In situations where you have to
regroup, how do you know what to do?
Answers may vary; in this case, we had to
regroup the tenths. 1 tenth is the same
as 10 hundredths. We had 2 tenths in
this problem, so we regrouped them to be
20 hundredths, making a total of 25
hundredths.
 How is using base-ten blocks to divide
decimals different than using them to
divide whole numbers? Answers may
vary; When using base-ten blocks with
whole numbers, the values are different.
A flat represents 100, a long represents
10 and the small cube represents 1.
When using them for decimals a flat
represents one, a long represents one
tenth and small cube represents one
hundredth.

35
Unit 5: Decimal Multiplication and Division, Grade 5

Phase Two: Explore the Concept

Day 11 Activity:

Teacher will introduce lesson over estimating decimal quotients. Have students tell
you what all they know about estimation. Listen for keys words like rounding and
compatible numbers. If you do not hear these words, ask students what does it mean
to look for a compatible number when dividing; why do we round; why is estimation
important when solving a problem? Model the following examples for students or you
may come up with your own.

Example 1:

Lucy and her family went to Florida during summer vacation. During their 6-night
stay, it rained a total of 4.5 inches. If it rained every day that they were there, about
how many inches of rainfall did they receive each day?

Estimate 4.5 ÷ 6

Step 1: Compare the divisor to the dividend. In this case, the divisor is larger than
the dividend, so let’s rename 4.5 to tenths. Ask students to think about how we would
do this and what would our new number be? 45 tenths.

Step 2: Think about compatible numbers. When we think about basic facts, 42 tenths
is close to 45 tenths and 42 tenths ÷ 6 is a basic fact.

42 tenths ÷ 6 = 7 tenths or 0.7, so the average rainfall per day is about 0.7 inches
(Make sure students understand that this is an under estimate since 42 is less than 45)

Ask students if they believe this is the only possible outcome for this problem. You
want them to come up with the following problem:

If we are using compatible numbers, 48 tenths is also close to 45 and 48 tenths ÷ 6 is

a basic fact as well.

48 tenths ÷ 6 = 8 tenths or 0.8, so the average rainfall per day is about 0.8 inches
(Make sure students understand that this is an over estimate since 48 is greater than 45)

Now lets take a look at a problem with a 2-digit divisor.

Example 2:

The Honors Society is going on a field trip to Wonder World. Mrs. Hill pre-purchases
the tickets for a total cost of $93.25. If there are 42 students going on this field trip,
about how much does each ticket cost?

Estimate $93.25 ÷ 42

36
Unit 5: Decimal Multiplication and Division, Grade 5

Possible Solution A: 40 is close to 42, so lets use 40 as our new divisor. Now,
what is a number that is close to $93.25 that will easily divide by 40? (think about
compatible numbers)

$93.25 ÷ 42

$80 ÷ 40 = $2
This is an under estimate because $80 is less than $93.25. Each student’s ticket cost
about $2.

Possible Solution B: We are still going to use 40 as our divisor. Now lets find
another number that is close to $9.25 that will easily divide by 40. (think about compatible
numbers)

$93.25 ÷ 42

$120 ÷ 40 = $4
This is an over estimate because $120 is more than $93.25. Each student’s ticket
cost about $4.

Write the following problems on the board (or you may come up with your own) and
have students complete individually. Tell students to use compatible numbers to
estimate the quotients. Tell if it is an over estimate or an under estimate. Once
students are finished, go over them together.
**Possible solutions are given.
1. 65 ÷ 7 = 2. 578.3 ÷ 23 = 3. $87.99 ÷ 12 =
63 ÷ 7 = 9 600 ÷ 20 = 30 $84 ÷ 12 = 7

4. 3.4 ÷ 6 = 5. $53.28 ÷ 8 = 6. 5.2 ÷ 9 =

36 tenths ÷ 6 = 0.6 $56 ÷ 8 = 7 45 tenths ÷ 9 = 0.5

What’s the teacher doing? What’s the student doing?

Introducing lesson over estimating decimal Being good listeners.

quotients.
Following along and writing down examples.
Ask:
 What are we trying to find in this Asking questions.
problem? Answers may vary; An
estimated average daily rainfall during Writing problems down on separate sheet of
Lucy’s family’s 5-night stay in Florida. paper/math spiral/journal.
 What are compatible numbers?
Answers may vary; Numbers that are Working problems.
close so you can use mental math; basic
facts. Following along as class goes over problems.
 Why are we renaming the dividend to
estimate? Answers may vary; when the Making corrections, if needed.
dividend is less than the divisor, you can
rename making the problem simpler.
 How would we rename 4.5? Answers
may vary; If you think about place value
37
Unit 5: Decimal Multiplication and Division, Grade 5

the 4 is in the ones place and 1 is the

same as 10 tenths and the 5 is in the
tenths place so we have 40 tenths and 5
tenths making it 45 tenths.
 In our first estimate, is it an
overestimate or underestimate?
Explain. Answers may vary; it is an
under estimate, because 42 is less than
45.
 In our second estimate, is it an over
estimate or under estimate? Explain.
Answers may vary; it is an over estimate
because 48 is greater than 45.
 (Example 2) Why didn’t we use $93 as
a compatible number for $93.25?
Answers may vary; $93 does not easily
divide by 40. We need to find a factor of
40 or think about our basic facts.
 Why did we use 40 as our divisor when
there were 42 students going? Answers
may vary; When estimating, it is much
easier to use mental math and 40 is a lot
easier to calculate because we can drop
the zero and think about the basic facts of
4.
 When talking about money, do you
think it is better to use an over
estimate or an under estimate.
Explain. Answers may vary; When
dealing with money, it is always best to
use an over estimate. If you under
estimate, you could possibly not have
enough money. It is always better to go a
little higher.

Writing problems on board.

Walking around and observing students.

Checking for understanding.

Helping where needed.

Going over problems. Do reteaching, if

necessary.

Phase Three: Explain the Concept

Day 11 Activity:

Materials:
 Journal

38
Unit 5: Decimal Multiplication and Division, Grade 5

Students will make a journal entry explaining why using compatible numbers are
helpful when solving a division problem. Students must come up with an example
and solve.

Phase Two: Explore the Concept

Day 12 Activity:

Materials:
 Dividing Decimals by Whole Numbers handout

Teacher will introduce lesson over dividing decimal numbers by whole numbers. It is
important to go over place value before starting this lesson. Give students a number.
For example, $62.34. Make sure students understand and know the value of each
digit.
Ask:
 What is the value of the “6”? $60
 What is the value of the “2”? $2
 What is the value of the “3”? $0.30 or 30 cents
 What is the value of the “4”? $0.04 or 4 cents

In this lesson, students will be using long division. It would be a good idea to go over
what each number means in the problem. For example, 45 ÷ 5 = 9. 45 is the
dividend, 5 is the divisor, and 9 is the quotient. Students should write these words
and their definitions in their journal, along with an example.

Show students the following examples or you may come up with your own.

Example 1:

Lyn and 2 of her friends participated in the local Relay for Life event. The girls walked
a total of 4.44 miles. How far did each girl walk?
(Use a model to help solve)

Step 1: First, ask yourself how many girls are there? In this problem, there are 3
girls. 3 will be our divisor and 4.44 miles will be our dividend.

4.44 ÷ 3

39
Unit 5: Decimal Multiplication and Division, Grade 5

Step 2: Draw a model to represent 4.44 being equally shared among 3 groups. Start
by drawing 3 circles.

Ask:
 How many equal groups of 3 can we make out of 4? We can only get 3 equal groups. We
will have one left over.
 What do we do with the one that we have left over? We must regroup the one to 10 tenths.
 How many tenths do we now have? We started with 4 tenths and when we regrouped we
have 10 tenths more. When we add them together we have 14 tenths.
 How many equal groups of 3 can we make out of 14 tenths? We can only make 4 equal
groups of 14 tenths, which makes 12 tenths. We will have 2 tenths left over.
 What do we do with the 2 tenths that we have left over? We must regroup the 2 tenths into
20 hundredths.
 How many hundredths do we now have? We started with 4 hundredths and when we
regrouped we have 20 hundredths more. When we add them together we have 24
hundredths.
 How many equal groups of 3 can we make out of 24 hundredths? 8.

Step 3: Use your model to show long division.

Step A: Share the ones.

1 Divide 4 ones by 3
3)4.44 Multiply 3 x 4 ones
-3 Subtract 4 ones from 3 ones
1 1 ones cannot be shared equally between 3 groups, so regroup

Step B: Share the tenths.

1.4 Divide 14 tenths by 3
3)4.44 Multiply 3 x 4 tenths
-3 Subtract 14 tenths from 12 tenths
14 2 tenths cannot be shared equally between 3 groups, so regroup
-12
2

40
Unit 5: Decimal Multiplication and Division, Grade 5

Step C: Share the hundredths.

1.48 Divide 24 hundredths by 3
3)4.44 Multiply 3 x 8 hundredths
-3 Subtract 24 hundredths by 24 hundredths
14 0 hundredths cannot be shared equally between 3 groups.
-12 Place decimal point between ones and the tenths in the quotient.
24
- 24
0
In some cases, the dividend may not have enough digits for you to finish dividing.
When this happens, you simply just add a zero as a place holder to the right of the
digit. You must know that in doing this, it does not change the value of the decimal
number.

Example 2:

Divide 73.8 ÷ 5

Step 1: Share the tens, ones and tenths.

14.7
5)73.8
-5
23
-20
38
- 35
3

3 tenths cannot be shared equally among 5 groups without regrouping.

Step 2: Now place a zero in the quotient in the hundredths place to show regrouping
and continue dividing.
14.76
5)73.80
-5
23
-20
38
- 35
30 Divide 30 hundredths by 5
- 30
0

Give students handout titled “Dividing Decimals by Whole Numbers.” Have

students work on this individually.

41
Unit 5: Decimal Multiplication and Division, Grade 5

What’s the teacher doing? What’s the student doing?

Introducing lesson over dividing decimal numbers Being good listeners.

by whole numbers.
Following along and writing down examples.
Showing examples to students.
Asking questions.
Ask:
 In example 2, when we added the zero, Participating during discussion.
what did we do? Explain. Answers
may vary; When we added the zero, all Working on handout.
we did was regroup the 8 tenths to 80
hundredths.

Walking around and check for understanding.

Help as needed.

Reteach if necessary.

Phase Two: Explore the Concept

Day 13 Activity:

Materials:
 Dividing Decimal Numbers by 2-Digit Whole Number Divisors handout

Teacher introduces lesson over dividing decimal numbers by 2-digit whole number
divisors. Show students the following examples or you may come up with your own.

Example 1:

Samantha is always finding pennies on the ground. She keeps them in a special
place when she finds them. Over the past year, Samantha has found $6.72 in
pennies. On average, how much does she find each month?

Divide $6.72 ÷ 12
*Students should use the algorithm that they use to divide a 1-digit divisor.

Step 1: Share the ones.

0 6 ones cannot be equally shared between 12 groups unless we regroup.
12)$6.72 Put a 0 in the quotient in the ones place to show that there are no ones.
- 0
6

42
Unit 5: Decimal Multiplication and Division, Grade 5

Step 2: Share the tenths.

05 Divide 67 tenths by 12.
12)$6.72 Multiply 12 x 5 tenths.
-0 Subtract 67 tenths from 60 tenths.
67 7 tenths can’t be shared equally between 12 group, must regroup.
- 60
7

Step 3: Share the hundredths.

$0.56 Divide 72 hundredths by 12.
12)$6.72 Multiply 12 x 6 hundredths.
- 0 Subtract 72 hundredths from 72 hundredths.
67 0 hundredths cannot be equally shared between 12 groups.
- 60 Place decimal point between the ones and the tenths in the quotient.
72
- 72
0

On average, Samantha finds $0.56 each month.

Example 2: (Estimate)

Divide 21.76 ÷ 64

Step 1: Use whole numbers to estimate the quotient.

2,400 hundredths ÷ 60 = 40 hundredths, or 0.40

Step 2: Divide until the remainder is zero and there are no more digits in the dividend.

00.34
64)21.76
-0
21
- 0
217
- 192
256
- 256
0

Step 3: Use your estimate to place your decimal point. Make sure you put a zero to
show there are not any ones, if needed.

21.76 ÷ 64 = 0.34

43
Unit 5: Decimal Multiplication and Division, Grade 5

Give students a copy of the handout titled “Dividing Decimal Numbers by 2-Digit
Whole Number Divisors.” Have students work for 20 minutes or so and complete
for homework.
What’s the teacher doing? What’s the student doing?

Introducing lesson over dividing decimal numbers Being good listeners.

by 2-digit whole number divisors.
Following along and writing down examples.
Ask:
 Why are we using 12 as the divisor Asking questions.
when the number 12 was not in the
problem? Answers may vary; there are Working on handout.
12 months in a year.
 Why is there a zero in the ones place in
the quotient? Answers may vary; There
were not enough ones to equally share
among 12 groups, so we had to regroup
the ones into tenths.
 If Samantha averages $0.56 per month,
how many pennies does she find each
month? How do you know? She finds
56 pennies each month because the
value of a penny is 1 cent or $0.01.
 If we were to model this problem using
base-ten blocks, what would we do?
The dividend could be modeled by using
6 flats, 7 longs and 2 small cubes. We
must regroup the 6 flats for 60 longs.
Once we do that, we can equally share 67
longs between 12 groups with 7 longs left
over. We must regroup again because
we cannot equally share 7 longs between
12 groups. We now have 72 cubes. 72
cubes can be equally shared between 12
groups with none left over.
 Why are we using 2,400 hundredths
and 60 to estimate the quotient?
Answers may vary; When estimating, look
for compatible numbers. 24 is a factor of
6.
 Is dividing a decimal number by a
whole number similar to dividing a
whole number by a whole number?
Why or why not? Answers may vary;
Yes. The steps are the same. The only
difference is placing the decimal once you
have completed the division.
Phase Three: Explain the Concept

Day 13 Activity:

Materials:
 Journal

44
Unit 5: Decimal Multiplication and Division, Grade 5

Students will make a journal entry explaining how you can divide a decimal number
by a 2-digit whole number divisor.
What’s the teacher doing? What’s the student doing?

Giving journal writing prompt. Being good listeners.

Writing in journal.
Phase Four: Elaborate on the Concept

Day 13 Activity:

Students are to come up with a short lesson on how to divide using decimals. You
may assign this in partners or individually. They may use any of the concepts and/or
skills that have been taught to them so far. This lesson must include detailed
examples, questions to ask students with appropriate answers, and at least 4 division
problems and 2 word problems that match the content in their lesson. Students may
include journal entries, games, etc. in their lesson. Will be turned in for a grade.
What’s the teacher doing? What’s the student doing?

Going over what students are expected to have in Being good listeners.
lesson.
Working on their own division lesson.
Answering questions.
Phase Two: Explore the Concept

Day 14 Activity:

Materials:
 Mark’s Fishing Trip
 Simplifying Numerical Expressions

Solving Equations Parentheses and Brackets

Students write in their journals the method they use for remembering the order in
which operations are performed in an equation from Unit 2. Discuss and debrief.
Correct any misconceptions.

**OPTION: I found a video online that is an example to help students

remember the Order of Operations. I am going to create the hopscotch outside
and have my students go through it several times to get them up and moving
and get their bodies working with their minds to help them remember the order
of operations.

Here is the link: http://www.pinterest.com/pin/535013630706888795/

45
Unit 5: Decimal Multiplication and Division, Grade 5

A numerical expression is a mathematical phrase that has numbers and operation

signs but does not have an equal sign. Some numerical expressions have
parentheses. Stress to students that when they see parentheses in an expression,
they must perform the operation in the parentheses first.

Display Mark’s Fishing Trip on the overhead for students to see. Have students
write an expression in their journals to match the problem.

Discuss and explain as you debrief students.

Each day he took $15 and had $5 left. He did this for 3 days.

Why do you have to subtract $5 from $15 before you multiply by 3?

How does this expression compare to what it would look like if Mark had only
gone fishing for 1 day?

If there were no parentheses in this problem, would the solution be the same?
Why or why not?

Tell students you will display some expressions and students are to create a problem
with their elbow partner to match the expression. Also display some problems and
have student partners create expressions to match the problems.

1.) 34.3 – 17.8 2.) $8 + (4 x $5.25) 3.) 25 – (10.2 + 8.4)

4.) Michelle walks dogs for 4.5 days. She walks 3 in the afternoon and 2 in
the morning.

5.) Kari has 31.5 fewer pencils than Rob does. Rob has 57 pencils.

6.) Sherry divided all her Dum-Dums between 5 friends. She had 21 in one
bag and 14.5 in another bag.

Discuss and debrief as needed.

Provide students a copy of Simplifying Numerical Expressions. Work through

problems while monitoring students. Be sure to have a copy of the order of
operations available for students to see and stress with each step how you are
following through the order. Pay special attention to parentheses/brackets and
parentheses inside parentheses (the innermost expressions) where you begin.

What’s the teacher doing? What’s the student doing?

Introducing lesson over solving equations. Writing in journals.

Showing examples. Being good listeners.

46
Unit 5: Decimal Multiplication and Division, Grade 5

Ask: Working on Simplifying Numerical Expressions.

 Why do we need to follow the order of
operations whenever we simplify an
expression that has more than one
operation? Answers may vary; To ensure
that the problem is answered correctly.

Phase Five: Evaluate Students’ Understanding of the Concept

Day 14 Activity:

Analyze the problem situation(s) described below. Organize and record your
work for each of the following tasks. Using precise mathematical language,
justify and explain each solution process.

1) A gallon of lemonade sells for $3.40. Lucas’ mom wants to purchase 9.5
gallons of lemonade for his birthday party.

a) Use an area model and another concrete or pictorial model to determine how
much Lucas’ mom spent on lemonade for his birthday party.

2) Lucas is selling lemonade for a school fundraiser. The large cup of lemonade
sells for $1.55 and the small cup of lemonade sells for $0.75. Lucas sold 38
large cups of lemonade and 32 small cups of lemonade.

a) Estimate how much Lucas made for his school fundraiser.

b) Demonstrate and explain a strategy to determine how much Lucas made for
his school fundraiser.

c) Write and simplify an expression that can be used to determine the total
amount of money Lucas raised for his school fundraiser.

Standard(s): 5.1A , 5.1B , 5.1C , 5.1D , 5.1E , 5.1F , 5.1G , 5.3A , 5.3D , 5.3E , 5.4F

Analyze the problem situation(s) described below. Organize and record your
work for each of the following tasks. Using precise mathematical language,
justify and explain each solution process.

1) The amount raised from a fundraiser event was $590.80. This money is going
to be divided evenly to purchase turkey dinners for 14 families for
Thanksgiving.

a) Estimate how much money will be spent for each turkey dinner.

b) Use an area model and another concrete or pictorial model to determine how
much will be spent on each turkey dinner.

47
Unit 5: Decimal Multiplication and Division, Grade 5

2) While shopping for items for turkey dinners to donate, Monica found a 9-
pound turkey for $12.15.

a) Use the standard algorithm and another strategy to determine the price of the
turkey per pound. Explain how your selected strategy relates to the standard
algorithm.

b) Monica had a coupon for $0.27 off the price per pound of a turkey. Write and
simplify an expression that can be used to determine the discounted price of
the 9-pound turkey.

Standard(s): 5.1A , 5.1B , 5.1C , 5.1D , 5.1E , 5.1F , 5.1G , 5.3A , 5.3F , 5.3G , 5.4F
What’s the teacher doing? What are the students doing?

Monitor students as they work on the performance Display understanding of the topics and skills
indicator to determine if any re-teaching is taught in this unit by completing the performance
necessary prior to the unit assessments. indicator.

48