Virginia SOL 5.CE.3.c.iv
The Standard
no more than one additional zero will need to be annexed.
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 quotient, then divide decimal numbers using place value, partial quotients, or the standard algorithm. They may append one trailing zero to complete the calculation and use estimation to check the result.
What Mastery Looks Like
- Students choose a workable strategy, align place values correctly, and calculate an accurate quotient. They use an estimate or multiplication to confirm that the quotient is reasonable.
Common Misconceptions
- Students may move the decimal in the divisor but not the dividend. They may place the quotient decimal incorrectly or think adding a trailing zero changes the dividend's value. Some accept unreasonable answers without comparing them to an estimate.
How to Assess It
- Give this exit ticket: Estimate, then solve 7.5 ÷ 0.6. Show how you made the divisor a whole number and explain why your answer is reasonable.
Lesson moves
Ways to Teach It
Use decimal grids to model 3.6 ÷ 0.4, grouping 36 tenths into sets of four tenths before recording the algorithm.
Write why 7.5 ÷ 0.6 equals 75 ÷ 6, then explain where the quotient decimal belongs.
Play Quotient Match by pairing division cards with estimate cards and exact quotient cards, then checking each match with multiplication.
Split 8.4 liters equally among five bottles, calculate each amount, and check whether 1.68 liters is reasonable.
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