“Day E” Thursday October 15, 2015 7:57 - 8:45 Social Studies 8:47 - 9:35 English 9:37 - 10:25 Science 10:30 - 11:00 11:00 - 12:03 LUNCH (1st lunch) Math Express 12:05 - 12:54 Math 12:56 - 1:44 Exploratory 1:46 - 2:30 Need locker Your schedule for today!

Do Now: 0.37 ÷ 0.2601 Take out your H.W. and leave on desk. Oct. 15, 2015 “Day E” Take out your H.W. and leave on desk. Complete the “DO NOW”  what power of 10 do we need to multiply by to make our divisor a whole number? 0.37 ÷ 0.2601

Oct. 15, 2015 “Day E” Today’s Objective: I will use my knowledge of dividing multi-digit numbers to solve for quotients of multi-digit decimals. I will demonstrate my understanding by independently completing EXERCISES 4-7 on pages 64 & 65 and the “ticket-to-go.” 6.NS.B.3

Oct. 15 “Day E” Notes Practice 3. H.W/T.T.G

Page 62 Exercise 2 I multiplied both the divided and divisor by one hundred, or by two powers of ten, so each decimal point moved two places to the right because they grew larger by two powers of ten.

Page 63 Exercise 3 I multiplied both the divided and divisor by one thousand, or by three powers of ten, so each decimal point moved three places to the right because they grew larger by three powers of ten.

Page 63 EXAMPLE 2 Example 2 Evaluate the expression. First, convert the decimal division expression to a fractional division expression in order to create a whole number divisor.

Page 64-65 Exercises 4–7 (10 minutes)

Page 64-65 Exercises 4–7 (10 minutes)

Page 66 EXAMPLE 3

Page 66 EXAMPLE 3

Closing Explain a strategy to convert a decimal divisor into a whole number divisor. In order to convert a decimal divisor into a whole number divisor, we could multiply by powers of ten. We continue to multiply by a power of ten until the decimal divisor is a whole number divisor. We must also multiply the dividend by the same power of ten for equality.

Pg. 67 (in notebook) 7-15 only! Tonight’s Homeowrk T.T.G: (do in agenda or notebook) Divide: 125.01 ÷ 5.4

Accommodations Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners