ALEX Classroom Resource

Students:

• Choose strategies based on place value, partial quotients, properties of operations, or the relationship between multiplication and division to find whole number quotients and remainders.
• Solve word problem situations involving division.
• Justify solution path for quotients using equations, arrays or area models.
Note: Standard algorithm for division is not an expectation at grade 5.

Students know:

• Efficient strategies to find a whole number quotient when a multi-digit number (up to 4-digit dividend) is divided by a single-digit divisor.
• How to justify quotients using an illustration or the relationship between multiplication and division.

Students are able to:

• Find whole number quotients and remainders using a variety of strategies based on place value and properties of operations.
• Illustrate and explain the calculation using equations, arrays, and area models.

Students understand that:

• Strategies for division by a one-digit divisor are extended to two-digit divisors.
• Visual models are used to illustrate division.
• Remainders may be written as a fraction or decimal and interpreted based on context of the problem situation.

Learning Objectives:
M.5.7.1: Construct a division equation with an example of the division algorithm.
M.5.7.2: Illustrate the division algorithm using a one-digit divisor and a 2-digit dividend.
M.5.7.3: Identify the place value of a division problem.
M.5.7.4: Restate the inverse process of division as multiplication.
M.5.7.5: Recall basic multiplication facts.

Students:

• Use strategies based on place value, properties of operations, and relationship between addition and subtraction to find sums and differences of decimals.
• Use strategies based on place value, properties of operations, and relationship between multiplication and division to find products and quotients of decimals.
• Use models to justify the sum, difference, product or quotient of decimals.
• Solve real-world problems with decimals to hundredths.

Note: Products are limited to thousandths and quotients are either whole numbers or decimals terminating at the tenths or hundredths place.

Students know:

• Strategies based on place value understanding, properties, and relationship between operations to find the sum, difference, product, and quotient of whole numbers.
• How to write decimal notation for fractions with denominators of 10 or 100.
• Use estimation strategies to assess reasonableness of answers.

Students are able to:

• Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
• Relate strategies for operations with decimals to a written method and explain reasoning used.
• Solve real-world context problems involving decimals.

Students understand that:
Problems involving operations with decimals

• Can be solved using a variety of strategies based on place value, properties of operations, or the relationship between the operations.
• Can be illustrated using concrete models or drawings.

Learning Objectives:
M.5.8.1: Use decimal notation for fractions with denominators 10 or 100.
M.5.8.2: Multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
M.5.8.3: Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.5.8.4: Apply properties of operations as strategies to multiply and divide.
M.5.8.5: Identify that 100 can be thought of as a bundle of ten tens, called a "hundred".
M.5.8.6: Identify that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
M.5.8.7: Recall basic addition, subtraction, multiplication, and division facts.