1. 5th Grade Module 2 – Lesson 26
Lesson 26: I can divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method.
5th Grade Module 2 – Lesson 26

2. Rename Tenths & Hundredths
Write each number as a decimal. 10
hundredths
9 hundredths 90
hundredths
100 tenths 90
tenths
10 tenths
93 tenths
800 tenths
483 tenths
970 hundredths
8,000
hundredths
97 hundredths
5,946
hundredths
5th Grade Module 2 – Lesson 26

3. Divide Decimals by Multiples of 10
Solve by expressing the whole in tenths
Solve with 3 steps and by taking out the ten
1.2 ÷ 3 =
1.2 ÷ 30 =
12 tenths ÷ 3 =
4 tenths
1.2 ÷ 10 ÷ 3 =
0.12 ÷ 3 =
0.04
5th Grade Module 2 – Lesson 26

4. Divide Decimals by Multiples of 10
Solve by expressing the whole in tenths
Solve with 3 steps and by taking out the ten
9.6 ÷ 3 =
9.6 ÷ 30 =
96 tenths ÷ 3 =
32 tenths
9.6 ÷ 10 ÷ 3 =
0.96 ÷ 3 =
0.32
5th Grade Module 2 – Lesson 26

5. Divide Decimals by Multiples of 10
Solve by expressing the whole in tenths
Solve with 3 steps and by taking out the ten
0.45 ÷ 5 =
0.45 ÷ 50 =
45 hundredths ÷ 5 =
9 hundredths
0.45 ÷ 10 ÷ 5 =
0.045 ÷ 5 =
0.009
5th Grade Module 2 – Lesson 26

6. 5th Grade Module 2 – Lesson 26
Application Problem
Find the whole number quotient and remainder of the following two expressions.
201 ÷ ÷ 45
Use >,<, or = to complete compare the two expressions and justify your answer using decimal quotients.
5th Grade Module 2 – Lesson 26
* Click for answer

7. Application Problem Solution
5th Grade Module 2 – Lesson 26

8. Solve using the Standard Algorithm
Partner A solve
Partner B solve
904 ÷ 32
= ________
456 ÷ 16
= ________
Since the quotients and remainders are the same, does
that necessarily mean the two division expressions are
equivalent?
What do you notice about these quotients?
5th Grade Module 2 – Lesson 26

9. 5th Grade Module 2 – Lesson 26
*Use ink tools to demonstrate the concept of extending to the decimal to compare.
5th Grade Module 2 – Lesson 26

10. 834.6 ÷ 26
Remember, it helps to estimate to find the quotient!
Let’s do this one together. I will work on the board while you do the work in your journal. 26
5th Grade Module 2 – Lesson 26

11. 48.36 ÷ 39
Now solve for the actual quotient with your partner & check using multiplication.
Before dividing, let’s reason about what our quotient might be. Estimate the quotient on your white board. 39
40 ones ÷ 40 = 1 one
Is 1 a reasonable estimate?
Check:
5th Grade Module 2 – Lesson 26

12. Now solve for the actual quotient with your partner.
Check your work with multiplication.
8.61 ÷ 41
Before dividing, let’s reason about what our quotient might be. Will it be more than 1 or less than 1? 41
What would we record in the ones place if our quotient will be less than 1?
Check:
5th Grade Module 2 – Lesson 26

13. Get Ready to Complete the Problem Set on Your Own!
Complete Pages 2.G.34 & 2.G.35 You will have 15 minutes to work. Try your Best! Remember to Estimate Using Easily Identifiable Multiples!
5th Grade Module 2 – Lesson 26

14. 5th Grade Module 2 – Lesson 26
LET’S Debrief
Explain how you could prove the equivalence of two division expressions with the same whole number quotients and remainders.
Turn to your partner and compare your work and your thinking for Problem 1 (b).
Explain how you check to see if your quotient’s decimal point is placed reasonably.
How did the Application Problem connect to today’s lesson?
How does your knowledge of multiplication facts help you with finding a reasonable estimate?
5th Grade Module 2 – Lesson 26

15. 5th Grade Module 2 – Lesson 26
EXIT
TICKET
Page 2.G.36
5th Grade Module 2 – Lesson 26