NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

Lesson 16
Objective: Use divide by 10 patterns for multi-digit whole number division.

Suggested Lesson Structure


Fluency Practice (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Sprint: Divide by Multiples of 10 and 100 5.NBT.2 (7 minutes)
 Round to the Nearest Ten 5.NBT.4 (2 minutes)
 Group Count by Multiples of 10 5.NBT.2 (3 minutes)

Sprint: Divide by Multiples of 10 and 100 (7 minutes)

Materials: (S) Divide by Multiples of 10 and 100 Sprint
Note: This Sprint prepares students for the Concept Development.

Round to the Nearest Ten (2 minutes)

Note: Rounding to the nearest ten prepares students to estimate quotients.
T: (Write 32 ≈ ___.) What’s 32 rounded to the nearest ten?
S: 30.
Repeat the process for 47, 18, 52, 74, 85, and 15.

Group Count by Multiples of 10 (3 minutes)

Note: Counting by multiples of 10 prepares students for Lesson 17’s Concept Development.
T: Count by threes.
S: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
T: Count by 3 tens. When I raise my hand, stop counting.
S: 3 tens, 6 tens, 9 tens.
T: (Raise hand.) Say 9 tens in standard form.
S: 90.
Continue the process, stopping at 15 tens, 24 tens, and 30 tens.
Repeat the process with 6 tens, stopping periodically.

Lesson 16: Use divide by 10 patterns for multi-digit whole number division.
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

Application Problem (5 minutes)

The area of a rectangular vegetable garden is 200 ft2. The width is 10 ft. What is the length of the vegetable
garden?
Note: This problem provides a nice opportunity to quickly
address area concepts and division by a power of ten, allowing
for a smooth transition into the day’s Concept Development.
While solving, students should be encouraged to draw a
picture of a rectangle to support their work.

Concept Development (33 minutes) NOTES ON

MULTIPLE MEANS
Materials: (S) Personal white board
OF ENGAGEMENT:
Problem 1: 420 ÷ 10 The disk representations used here are
a shorthand version of the work done
T: (Write 420 ÷ 10 horizontally on board.) Let’s use place in Grade 5 Module 1 with place value
value disks to solve this problem. Work with a partner charts. Some students may need to
to show 420 using the disks. see the division on the chart using
T/S: (Draw 4 hundred disks and 2 ten disks, as shown to the arrows before moving directly to drawn
lower right.) disks.
T: Say 420 in unit form.
S: 4 hundreds 2 tens.
T: Let’s divide. What is 1 hundred divided by 10?
S: 10.
T: If 1 hundred divided by 10 is 1 ten, what is 4 hundreds
divided by 10?
S: 4 tens.
T: I’ll show that division with my place value disks. You
do the same. (Draw an arrow showing ÷ 10 and 4
tens disks.)
S: (Draw.)
T: What is 1 ten divided by 10?
S: 1.
T: If 1 ten divided by 10 is 1 one, what is 2 tens divided by 10?
S: 2 ones.
T: Show that division with place value disks.
T: (Point to the original problem.) Read the division sentence with the solution.
S: 420 ÷ 10 = 42.
T: Let’s solve this problem again using our place value charts. Show 420 in numerical form on your
chart.
S: (Write 420 on the place value chart.)

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

T: When we divide this whole number by 10, will the quotient be greater than or less than 420?
S: Less than 420.
T: Therefore, in which direction will the digits shift when we
divide by 10?
S: To the right.
T: How many places to the right?
S: One place to the right.
T: Use arrows to show the shifting of digits. Show your neighbor when you’re finished, and then
discuss whether this happens every time we divide a number by 10.
S: (Work and share.)
T: Say the division sentence, or the division equation, you just completed on your place value chart.
S: 420 ÷ 10 = 42.

Problem 2: 1,600 ÷ 100

T: (Write 1,600 ÷ 100 horizontally on the board.) Work with a partner to solve. Partner A will use place
value disks to solve, and Partner B will use the place value chart to solve.
S: (Draw and solve.)
T: (Point to the board.) Say the division sentence with
the solution.
S: 1,600 divided by 100 equals 16.
T: Let’s try to solve this problem now using our
knowledge of place value. Say 1,600 in unit form. How
many hundreds in 1,600?
S: 16 hundreds.
T: (Write 16 hundreds beneath 1,600. Then, point to the original problem.) So we have 16 hundreds
divided by what?
S: 1 hundred.
T: (Write 1 hundred beneath 100.) Visualize what will happen to the digits in 1,600 when we divide by
100. Tell your neighbor what will happen.
S: The digits will all move two places to the right.
MP.2 T: What math term could I say other than division sentence?
S: You could say division equation.
T: Read the complete division equation in unit form.
S: 16 hundreds divided by 1 hundred equals 16.
T: Why did our unit change from hundreds to ones?
S: 1 hundred divided by 1 hundred is just 1. So, 16 hundreds divided by 1 hundred is 16 ones.  If you
MP.7
make as many groups of 100 as you can out of 1,600, you will be able to make 16 groups.  You
could also think about putting 1,600 into 100 equal groups. If you do that, then there would be 16 in
each group.  I know that it takes 16 copies of 1 hundred to make 16 hundreds, or
16 × 100 = 1,600.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

Problem 3: 24,000 ÷ 600

T: (Write 24,000 ÷ 600 horizontally on the board.) How is this
problem different than the others we’ve solved? Turn and
talk.
S: I know 24 divided by 6 equals 4.  We’re still dividing with
many zeros, but there are 6 hundreds rather than
1 hundred.  It looks different, but we can still just think
of dividing by 600 as dividing by 6 hundreds.
T: Our divisor this time is 600. Can you decompose 600 with
100 as a factor?
S: Yes, 100 × 6 = 600.
T: So, let’s rewrite this problem. (Write
24,000 ÷ 600 = 24,000 ÷ 100 ÷ 6.) Turn and tell your NOTES ON
neighbor what 24,000 divided by 100 is. If necessary, MULTIPLE MEANS
you may use your place value chart or visualize what OF REPRESENTATION:
happens when dividing by 100. There are two distinct interpretations
T: What is 24,000 divided by 100? for division. Although the quotients
are the same, the approaches are
S: 240.
different.
T: Are we finished?
 Partitive Division: 15 apples were
S: No, we still need to divide by 6. placed equally into 3 bags. How
T: Say the division sentence that we now have to solve. many apples were in each bag?
S: 240 divided by 6.  Measurement Division: 15 apples
were put in bags with 3 apples in
T: Solve it on your personal white board. each bag. How many bags were
T: Say the original division equation with the quotient. needed?
S: 24,000 divided by 600 equals 40.

Problem 4: 180,000 ÷ 9,000

T: (Write 180,000 ÷ 9,000 horizontally on the board.)
How can we rewrite this division problem so the 9,000
is decomposed with 1,000 as a factor? Turn and share.
T: Say the division problem you discussed.
S: 180,000 ÷ 1,000 ÷ 9.
T: Work with a partner to solve. If you want, you may
use a place value chart to help.
T: Say the original division equation with the quotient.
S: 180,000 ÷ 9,000 = 20.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach used
for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use divide by 10 patterns for multi-digit
whole number division.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to
lead the discussion.
 Were place value disks helpful when solving the
questions in Problem 1? Why or why not?
 Look back at your solutions to Problem 2(a–f).
What pattern did you find? Can you explain the
relationship between the quotients?
 How did your knowledge of basic facts help you
as you solved the questions in Problem 2?
 Talk with your neighbor about your thought
process as you solved Problem 3(b).
 Look back at Problem 4. What did you notice
about the correct answer in Kim and Carter’s
problem and the quotient in Part (b)? Can you
create a similar division problem that would yield
the same quotient? What about a problem with a
quotient that is 10 times greater? 100 times
greater? 1 tenth as large?
 Use Problem 4 to generate a word problem where the quotient (500) represents the number of
groups of 400 that can be made from 8,000. Then, generate a situation where the quotient (500)
represents the size of each of 400 groups.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 5 2

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Sprint 5 2

Number Correct: _______

A
Divide by Multiples of 10 and 100

1. 30 ÷ 10 = 23. 480 ÷ 4 =

2. 430 ÷ 10 = 24. 480 ÷ 40 =

3. 4,300 ÷ 10 = 25. 6,300 ÷ 3 =

4. 4,300 ÷ 100 = 26. 6,300 ÷ 30 =

5. 43,000 ÷ 100 = 27. 6,300 ÷ 300 =

6. 50 ÷ 10 = 28. 8,400 ÷ 2 =

7. 850 ÷ 10 = 29. 8,400 ÷ 20 =

8. 8,500 ÷ 10 = 30. 8,400 ÷ 200 =

9. 8,500 ÷ 100 = 31. 96,000 ÷ 3 =

10. 85,000 ÷ 100 = 32. 96,000 ÷ 300 =

11. 600 ÷ 10 = 33. 96,000 ÷ 30 =

12. 60 ÷ 3 = 34. 900 ÷ 30 =

13. 600 ÷ 30 = 35. 1,200 ÷ 30 =

14. 4,000 ÷ 100 = 36. 1,290 ÷ 30 =

15. 40 ÷ 2 = 37. 1,800 ÷ 300 =

16. 4,000 ÷ 200 = 38. 8,000 ÷ 200 =

17. 240 ÷ 10 = 39. 12,000 ÷ 200 =

18. 24 ÷ 2 = 40. 12,800 ÷ 200 =

19. 240 ÷ 20 = 41. 2,240 ÷ 70 =

20. 3,600 ÷ 100 = 42. 18,400 ÷ 800 =

21. 36 ÷ 3 = 43. 21,600 ÷ 90 =

22. 3,600 ÷ 300 = 44. 25,200 ÷ 600 =

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Sprint 5 2

Number Correct: _______

B Improvement: _______
Divide by Multiples of 10 and 100

1. 20 ÷ 10 = 23. 840 ÷ 4 =

2. 420 ÷ 10 = 24. 840 ÷ 40 =

[KEY]
3. 4,200 ÷ 10 = 25. 3,600 ÷ 3 =

4. 4,200 ÷ 100 = 26. 3,600 ÷ 30 =

5. 42,000 ÷ 100 = 27. 3,600 ÷ 300 =

6. 40 ÷ 10 = 28. 4,800 ÷ 2 =

7. 840 ÷ 10 = 29. 4,800 ÷ 20 =

8. 8,400 ÷ 10 = 30. 4,800 ÷ 200 =

9. 8,400 ÷ 100 = 31. 69,000 ÷ 3 =

10. 84,000 ÷ 100 = 32. 69,000 ÷ 300 =

11. 900 ÷ 10 = 33. 69,000 ÷ 30 =

12. 90 ÷ 3 = 34. 800 ÷ 40 =

13. 900 ÷ 30 = 35. 1,200 ÷ 40 =

14. 6,000 ÷ 100 = 36. 1,280 ÷ 40 =

15. 60 ÷ 2 = 37. 1,600 ÷ 400 =

16. 6,000 ÷ 200 = 38. 8,000 ÷ 200 =

17. 240 ÷ 10 = 39. 14,000 ÷ 200 =

18. 24 ÷ 2 = 40. 14,600 ÷ 200 =

19. 240 ÷ 20 = 41. 2,560 ÷ 80 =

20. 6,300 ÷ 100 = 42. 16,100 ÷ 700 =

21. 63 ÷ 3 = 43. 14,400 ÷ 60 =

22. 6,300 ÷ 300 = 44. 37,800 ÷ 900 =

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5 2

Name Date

1. Divide. Draw place value disks to show your thinking for (a) and (c). You may draw disks on your personal
white board to solve the others if necessary.

a. 500 ÷ 10 b. 360 ÷ 10

c. 12,000 ÷ 100 d. 450,000 ÷ 100

e. 700,000 ÷ 1,000 f. 530,000 ÷ 100

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5 2

2. Divide. The first one is done for you.

a. 12,000 ÷ 30 b. 12,000 ÷ 300 c. 12,000 ÷ 3,000

= 12,000 ÷ 10 ÷ 3

= 1,200 ÷ 3

= 400

d. 560,000 ÷ 70 e. 560,000 ÷ 700 f. 560,000 ÷ 7,000

g. 28,000 ÷ 40 h. 450,000 ÷ 500 i. 810,000 ÷ 9,000

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5 2

3. The floor of a rectangular banquet hall has an area of 3,600 m2. The length is 90 m.
a. What is the width of the banquet hall?

b. A square banquet hall has the same area. What is the length of the room?

c. A third rectangular banquet hall has a perimeter of 3,600 m. What is the width if the length is 5 times
the width?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 5 2

4. Two fifth graders solved 400,000 divided by 800. Carter said the answer is 500, while Kim said the answer
is 5,000.
a. Who has the correct answer? Explain your thinking.

b. What if the problem is 4,000,000 divided by 8,000? What is the quotient?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 5 2

Name Date

Divide. Show your thinking.

a. 17,000 ÷ 100 b. 59,000 ÷ 1,000

c. 12,000 ÷ 40 d. 480,000 ÷ 600

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5 2

Name Date

1. Divide. Draw place value disks to show your thinking for (a) and (c). You may draw disks on your personal
white board to solve the others if necessary.

a. 300 ÷ 10 b. 450 ÷ 10

c. 18,000 ÷ 100 d. 730,000 ÷ 100

e. 900,000 ÷ 1,000 f. 680,000 ÷ 1,000

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5 2

2. Divide. The first one is done for you.

a. 18,000 ÷ 20 b. 18,000 ÷ 200 c. 18,000 ÷ 2,000

= 18,000 ÷ 10 ÷ 2

= 1,800 ÷ 2

= 900

d. 420,000 ÷ 60 e. 420,000 ÷ 600 f. 420,000 ÷ 6,000

g. 24,000 ÷ 30 h. 560,000 ÷ 700 i. 450,000 ÷ 9,000

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 5 2

3. A stadium holds 50,000 people. The stadium is divided into 250 different seating sections. How many
seats are in each section?

4. Over the course of a year, a tractor trailer commutes 160,000 miles across America.
a. Assuming a trucker changes his tires every 40,000 miles, and that he starts with a brand new set of
tires, how many sets of tires will he use in a year?

b. If the trucker changes the oil every 10,000 miles, and he starts the year with a fresh oil change, how
many times will he change the oil in a year?

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