Virginia SOL 5.CE.3.c.iii
The Standard
divisors are limited to a single digit whole number or a decimal expressed as tenths
Virginia Standards of Learning for Mathematics · The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition, subtraction, multiplication, and division with decimal numbers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students estimate a reasonable quotient before calculating. They divide whole numbers and decimals by one-digit whole numbers or decimals to the tenths place. They explain their strategy and check the result with multiplication.
What Mastery Looks Like
- A student can estimate whether a quotient should be greater or less than the dividend. The student rewrites a decimal divisor as a whole number correctly, calculates accurately, and checks by multiplication.
Common Misconceptions
- Students may move the decimal in the divisor but not the dividend. They may treat 0.6 as 6 or place the quotient decimal incorrectly. Some accept an unreasonable quotient without checking its size.
How to Assess It
- Give this exit ticket: Estimate and solve 14.4 ÷ 0.6, rewrite it with a whole-number divisor, and verify the quotient by multiplication.
Lesson moves
Ways to Teach It
Give pairs 12 tenths strips and ask them to build equal groups of three tenths to model 1.2 ÷ 0.3.
Ask students to compare 18 ÷ 6 and 18 ÷ 0.6, then write why the second quotient is larger.
Play Quotient Match: students pair division cards with estimate cards, solve each problem, then verify each match by multiplication.
Have students determine how many 0.5-liter bottles can be filled from 7.5 liters of juice and explain their calculation.
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