Start here

You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's do one together: Find 8.4 ÷ 2.1. How many places make 2.1 a whole number? (1 place. 2.1 becomes 21.) Move the point in 8.4 one place too. What do you get? (84. The new problem is 84 ÷ 21.) How many 21s fit into 84? (4, because 4 × 21 = 84) Subtract. Is anything left? (84 − 84 = 0. Nothing is left.)

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhat is 84 ÷ 4?

   1. A12
   2. B20
   3. C21
   4. D336
3. 3

   Warm restartWhat is 396 ÷ 3?

   1. A13.2
   2. B122
   3. C132
   4. D133
4. 4

   Warm restartWhat is 936 ÷ 8?

   1. A107
   2. B116
   3. C117
   4. D127

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it through16.8 ÷ 2.4 = ?

   1. A0.7
   2. B4.2
   3. C7
   4. D70

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughWhy can you rewrite 16.8 ÷ 2.4 as 168 ÷ 24?

   1. ABecause decimals are not allowed in division
   2. BBecause 168 and 16.8 are equal
   3. CBecause you always drop the decimal point
   4. DMultiplying both numbers by 10 keeps the quotient the same

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughIf each piece were 2.8 feet instead, how many whole pieces could you cut?

   1. A5
   2. B6
   3. C7
   4. D8

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelWhy does moving the point the same number of places in both numbers give you the same quotient — and why is it worth doing before you start the divide, multiply, subtract, bring down cycle?

   Multiplying both numbers by ___ doesn't change the quotient because ___.

Use the words

Fill each blank with a word from the bank.

• In a division problem, the number being divided is the ___.
• In a division problem, the number we divide by is the ___.
• The answer to a division problem is the ___.
• The steps that make the divisor whole before you divide are called the ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Divide Decimals is moving the decimal point in the divisor but forgetting to move it the same number of places in the dividend.
2. 10

   Say moreWhen you divided 18.9 by 6.3, how did you use equivalent division to make the divisor a whole number?

   I moved both decimal points ___ place, changing it to ___ ÷ ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 2.6. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: What is 19.2 ÷ 0.8?

   1. A0.24
   2. B2.4
   3. C24
   4. D240

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 2.6Quick check — you've got this: What is 2,352 ÷ 16?

   1. A137
   2. B146
   3. C147
   4. D157
3. 14

   From Lesson 2.6If the pencils were split among 20 classrooms instead of 24, would each room get more or fewer?

   1. AFewer, because 20 is less than 24
   2. BThe same, because the total did not change
   3. CMore, because the pencils are split among fewer rooms
   4. DYou cannot tell

Be honest — this tells your teacher what to do next