Maryland Math 6.NOS.B.3.b

Math6th GradeNumber and Operation Sense

The Standard

6.NOS.B.3: Fluently multiply and divide multi-digit decimals to the thousandths in context.

Generalize whole number strategies to multiply and divide decimals.

Maryland College and Career Ready Standards for Mathematics (2025) · COMPUTE FLUENTLY WITH MULTI-DIGIT NUMBERS AND FIND COMMON FACTORS AND MULTIPLES.

Teacher's field guide

What Students Need to Do: Students use whole-number methods, such as partial products and long division, to multiply and divide decimals. When dividing by a decimal, they multiply both numbers by the same power of ten to make the divisor a whole number.
What Mastery Looks Like: A student can use 24 × 15 to find 2.4 × 1.5 and explain why the answer is 3.6. They can turn 6.3 ÷ 0.3 into 63 ÷ 3 and check that 21 makes sense.
Common Misconceptions: Students may count decimal places to place the decimal point in a quotient, as they do for a product. They may change the divisor but not the dividend, or assume multiplication always makes a number larger.
How to Assess It: Exit ticket: Solve 2.4 × 1.5 and 6.3 ÷ 0.3 using whole-number calculations. Explain how you found each answer.

Lesson moves

Build a 1.2-by-0.3 rectangle on two joined hundredths grids, count 36 hundredths, and compare with 12 × 3.
Ask students to write why 4.8 ÷ 0.6 equals 48 ÷ 6, but 48 ÷ 0.6 does not.
Play a card match with 2.4 × 0.5, 24 × 5, 3.6 ÷ 0.4, and 36 ÷ 4; partners pair related calculations.
Give students a $7.50 receipt for 3 meters of ribbon; ask for the price per meter and the cost of 1.4 meters.

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