1. 5th Grade Module 2 – Lesson 23
Lesson 23: I can divide three and four digit dividends by two digit divisors resulting in two and three digit quotients, reason about the decomposition of successive remainders in each place value.
5th Grade Module 2 – Lesson 23

2. Say the division sentence in unit form.
Divide Decimals
Say the division sentence in unit form.
6 tens ÷ 3 =
Six tens divided by three equals two tens.
5th Grade Module 2 – Lesson 23

3. Say the division sentence in unit form.
Divide Decimals
Say the division sentence in unit form.
6 tenths ÷ 3 =
Six tenths divided by three equals two tenths
5th Grade Module 2 – Lesson 23

4. Say the division sentence in unit form.
Divide Decimals
Say the division sentence in unit form.
6 hundredths ÷ 3 =
Six hundredths divided by three equals two hundredths.
5th Grade Module 2 – Lesson 23

5. Say the division sentence in unit form.
Divide Decimals
Say the division sentence in unit form.
9 thousandths ÷ 3 =
Nine thousandths divided by three equals three thousandths.
5th Grade Module 2 – Lesson 23

6. Say the division sentence in unit form.
Divide Decimals
Say the division sentence in unit form.
9 tenths ÷ 3 =
Nine tenths divided by three equals three tenths.
5th Grade Module 2 – Lesson 23

7. Rename Tenths and Hundredths
Say the number as a decimal.
0.1
One tenth
5th Grade Module 2 – Lesson 23

8. Rename Tenths and Hundredths
Say the number as a decimal.
0.2
two tenths
5th Grade Module 2 – Lesson 23

9. Rename Tenths and Hundredths
Say the number as a decimal.
0.3
three tenths
5th Grade Module 2 – Lesson 23

10. Rename Tenths and Hundredths
Say the number as a decimal.
0.8
eight tenths
5th Grade Module 2 – Lesson 23

11. Rename Tenths and Hundredths
Say the number as a decimal.
0.9
nine tenths
5th Grade Module 2 – Lesson 23

12. Rename Tenths and Hundredths
Write the number.
10 tenths =
11tenths =
19 tenths=
20 tenths =
30 tenths =
80 tenths =
90 tenths =
100 tenths =
200 tenths =
5th Grade Module 2 – Lesson 23

13. Rename Tenths and Hundredths
Write the number.
1hundredth =
2 hundredths =
3 hundredths=
8 hundredths =
9 hundredths =
100 hundredths =
200 hundredths =
900 hundredths =
1000 hundredths =
5th Grade Module 2 – Lesson 23

14. Divide by Two Digit Numbers
650 ÷ 16
Estimate
Standard Algorithm 4
R10
650 ÷ 16 16
650 ÷ 20
600
-64 10 30
- 0 10
5th Grade Module 2 – Lesson 23

15. Divide by Two Digit Numbers
740 ÷ 32
Estimate
Standard Algorithm 2 3 R4
740 ÷ 32 32
740 ÷ 30
720
-640
100 24
- 96 4
5th Grade Module 2 – Lesson 23

16. Divide by Two Digit Numbers
890 ÷ 27
Estimate
Standard Algorithm 3 2
R26
890 ÷ 27 27
890 ÷ 30
900
-81 80 30
-54 26
5th Grade Module 2 – Lesson 23

17. Application Problem
The rectangular room measures 224 square feet. One side of the room is 14 feet long. What is the perimeter of the room?
Hint…
This is a two-step problem.
Solution on next slide…
5th Grade Module 2 – Lesson 23

18. 5th Grade Module 2 – Lesson 23
Solution 16 14
224
-14 84 ?
(16 x 2) + (14 x 2) = =
60 ft perimeter
224 ft2 14
-84
5th Grade Module 2 – Lesson 23

19. 6,247 ÷ 29 Standard Algorithm 2 6247 29 -___ 4 58
Concept Development
6,247 ÷ 29
Let’s first use rounding to find an estimated quotient!
Standard Algorithm 2
How many hundreds are remaining?
62 hundred – 58 hundred
4 hundred
Let’s record that on the standard algorithm
So let’s work with 62 hundreds!
Divide 62 hundreds by 29. We can use estimation to help us find the closest quotient.
Think…
60 hundreds ÷ 30 = 2 hundreds
Can we divide 6 thousands by 29?
Not without regrouping!
6247 ÷ 17 ≈ 6000 ÷ 30
≈ 200
On your whiteboard solve
2 hundred x 29 =
We will record it under the dividend
6247 29
-___ 4 58
So our quotient is about 2 hundred. Let’s record a 2 in the hundreds place.
5th Grade Module 2 – Lesson 23

20. 6,247 ÷ 29 Standard Algorithm 2 1 5 6247 29 58 4 7 -___ 4 5 -___ 15 29
Concept Development
6,247 ÷ 29
Standard Algorithm 2 1 5
What is 1 ten X 29 =
Now we have 157 ones divided by 29.
Estimate ÷ 29
150 ÷ 30 = ___
Let’s decompose (regroup) the 4 hundreds into 40 tens plus the 4 tens still left in the dividend.
That will give us 44 tens
We can bring down the 4 and write it next to the 4 in the hundreds place.
Can we divide again or must we decompose?
What does the 12 remaining mean?
Check the answer on your white board.
6247 29
How much is still remaining?
44 – 29 = ___
Now we must divide 44 tens by 29. Estimate 44 ÷ 29
on your white board 58 4 7
We can’t divide again because the reminder is less than the divisor.
We need to decompose 15 tens into 150 ones, plus the 7 ones in our whole, to make 157 ones.
-___ 4 5
-___ 15 29
Let’s finish up the problem by using 5.
Find 5 x 29 then find the remainder.
The best estimation to use is
30 tens ÷ 20 = 1 ten
So we can put a 1 in the tens place in the quotient.
-___ 12
145
145
5th Grade Module 2 – Lesson 23

21. Let’s do this one together. First, estimate the quotient.
4,289 ÷ 52
Let’s do this one together. First, estimate the quotient.
Solution (use ink tools):
5th Grade Module 2 – Lesson 23

22. 6,649 ÷ 63 Work with your partner to solve for the quotient.
Estimate, solve, and check.
Solution (use ink tools or display student work):
5th Grade Module 2 – Lesson 23

23. Solve this problem independently Estimate, solve, and check.
3,164 ÷ 45
Solve this problem independently
Estimate, solve, and check.
Solution (use ink tools or display student work):
5th Grade Module 2 – Lesson 23

24. Get Ready to Complete the Problem Set on Your Own!
Complete Pages 2.F.55 & 2.F.56 You will have minutes to work. Try your Best!
5th Grade Module 2 – Lesson 23

25. 5th Grade Module 2 – Lesson 23
LET’S Debrief
What pattern did you notice between 1(e) and 1(f)? Since the quotient was 70 with remainder of 14 for both problems, does that mean the two division expressions are equal? Does the remainder of 14 represent the same thing?
When dividing did your estimate need adjusting at times? When? What did you do in order to continue dividing?
Compare your quotients in Problem 1. What did you notice in Problem 1 (a, b, and c)? Will a four-digit total divided by a two-digit divisor always result in a three-digit quotient? How does the relationship between the divisor and the whole impact the number of digits in the quotient?
5th Grade Module 2 – Lesson 23

26. 5th Grade Module 2 – Lesson 23
EXIT
TICKET
Page 2.F.57
5th Grade Module 2 – Lesson 23