Eureka Math
5th Grade
Module 2
Lesson 19
At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!
Directions for customizing presentations are available on the next slide.
Customize this Slideshow
Reflecting your Teaching Style and Learning Needs of Your Students
Screen A
“pop-out”
Screen B
Icons
Read, Draw, Write
Learning Target
Think Pair Share
Individual
Partner
Whole Class
Small Group Time
Small Group
Personal White Board
Problem Set
Manipulatives Needed
Fluency
I can divide two-and three-digit dividends by multiples of 10 with single digit quotients, and make connections to a written method.
Estimate and Divide
(5 mins.)
908 ÷ 28
Estimate and Divide
(5 mins.)
152 ÷ 33
Estimate and Divide
(5 mins.)
398 ÷ 98
Estimate and Divide
(5 mins.)
7,272 ÷ 81
Group Count
Multiples of 10
Count by 7 Tens
Repeat with 4 tens...
Repeat with 6 tens…
(3 mins.)
Group Count
Multi-digit Numbers
Be ready to write down the multiples of the number I show you. You have 1 minute.
(4 mins.)
Group Count
21
Write as many multiples as you can in 1 minute
Group Count
21
Let's check your work:
21, 42, 63, 84, 105, 126, 147, 168, 189, 210
Group Count
43
Write as many multiples as you can in 1 minute
Group Count
43
43, 86, 129, 172, 215, 258, 301, 344, 387, 430
Application Problem
At the Highland Falls pumpkin-growing contest, the prize winning pumpkin contains 360 seeds. The proud farmer sells his seeds in packs of 12. How many packs can he make using all the seeds?
Application Problem
Concept Development
70 ÷ 30 =
What is the divisor?
How can we estimate the quotient?
70 ÷ 30 =
Estimate: ≈ 60 ÷ 30
= 6 ÷ 3
= 2
70 ÷ 30 =
Standard Algorithm 2
30 70
- 60
10
70 ÷ 30 =
Check : 2
30 70
- 60
10
30 x 2 = 60
60 + 10 = 70
Number Bonds
60
70
10
2 groups of 30
70 ÷ 30
Tape Diagram
This tape diagram shows two groups of 30 plus 10 is equal to 70.
30 30 10
70
430 ÷ 60 =
What is the Whole in this problem?
What multiple of 60 is close to 430?
430 ÷ 60 =
Estimate: ≈ 420 ÷ 60
(Just like 42 ÷ 6)
Estimated Quotient = 7
430 ÷ 60 =
Standard Algorithm 7
60 430
-420
10
430 ÷ 60 =
Check : 7
60 430
-420
10
60 x 7 = 420
420 + 10 = 430
572 ÷ 90 =
We are making groups of 90. With a partner, think of a multiple of 90 that we can use to make this division easy.
572 ÷ 90 =
Estimate: ≈ 540 ÷ 90 = 6
(Just like 54 ÷ 9 = 6)
Estimated Quotient = 6
572 ÷ 90 =
Standard Algorithm
90 572
572 ÷ 90 =
Standard Algorithm 6
90 572
- 540
32
572 ÷ 90 =
Standard Algorithm 6
90 572
- 540
32
Check:
90 x 6 = 540
540 + 32 = 572
Student Debrief
In Problem 1(d), did anyone notice something different? Does it always make sense to use the standard algorithm?
In Problem 2, what was Terry’s mistake? If you had to estimate the quotient, what would you have done?
What could he do to correct his quotient without erasing his work so far?
What if Terry had estimated too large a quotient? What should he do?
Student Debrief cont.
How was solving Problem 3 different from solving all the others? Why?
Explain your thought process as you solved Problem 4.
What did all our divisors have in common today? Did this make estimation easier?
Does a divisor have to be a multiple of 10?
Why do you think I chose multiples of 10 for divisors today?