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5 th Grade Math * Module 2 * Test Pract ice *
Please review the concepts on this test with your student. I have explained each of the concepts below for your help. Additionally, lesson homework videos are online for further support. Concept #1: Express the missing divisor using a power of 10
In this concept, students will use a place value model to demonstrate their knowledge of dividing by powers of 10. For the problem 420 ÷ 10, students draw the original number 420 out on a place value chart and then show the digits shift to the right one space (because we’re dividing by 10). In the examples in the test practice, the dividend is left blank. Using a similar number, we could write a problem of 420 ÷ ______ = 4.20. We know from the solution above that the answer is 100 (ten more than our original problem). However, the problem is asking for the answer to be written as a power of 10 so you would write 10².
Concept #2: Estimate the quotient by rounding In this concept, students will need to round to a basic math fact to quickly solve a division problem. In the example to the left, we first round 19 to 20. Then, we find a basic math fact that 402 can be rounded to. Since we know that 4 can be easily be divided by 2, we round to 400. The answer to our estimate of 400 ÷ 20 is 20. Concept #3: Generate and solve another problem with the same quotient and remainder
The best place to start in this concept is with what you do know. You know what the quotient is and you know the remainder. In this example, you know that the quotient is 7 and the remainder is 4. To set up another
division problem with the same quotient and remainder, you will start with a dividend (the number outside the bracket). You can pick almost any number. Then, you multiply that number by your quotient and add the remainder. That gives you the missing number that goes inside the bracket. For this example, we picked 8 as the outside number. When it’s multiplied by 7 and then you add 4, you get 564 as the divisor.
420 ÷ 10 = 42.0
Concept #4: Demonstrate misunderstanding with decimal division In this concept, students need to take a division problem and solve it using decimal division to figure out why solving the problem with a remainder is different than solving using decimal division. Two examples of decimal division are provided.
Concept #5: Finding area with missing measurements
In this concept, students are given the area of a shape and need to figure out the missing measurement. In this example, the area of the shape is 144 cm². We know that area is Length x Width so: _______ x 12 cm = 144 cmƱ To solve for the missing measurement, divide 144 by 12. You will find a quotient of 12, which is your missing measurement.
Concept #6: Multi-step word problems The most important part of solving multi-step word problems is deciding what the question is asking you to do. Consider the example question below: Michael has a collection of 1,404 sports cards. He hopes to sell the collection in packs of 36 cards and make $633.75 when all the packs are sold. If each pack is priced the same, how much should Michael charge per pack? In this problem, you know that he has 1,404 packs and wants to put 36 cards in a pack. So, you can find his total number of packs by dividing 1,404 by 36. Then, we also know that he wants to make $633.75 after he sells each pack. If we figured out that he will have 39 packs, we can divide
$633.75 by 39 to figure out how much each pack needs to cost. In these problems, just complete each step individually. Identify each question and make sure you solve all of the parts.
Name Date
5th Grade
Module 2
Homework Test Practice
1. Express the missing divisor using a power of 10. Explain your reasoning using a place value model.
a. 8.4 ÷ ___________ = 0.084 b. 8,450 ÷ ___________ = 8.45
2. Estimate the quotient by rounding the expression to relate to a one-‐digit fact. Explain your thinking in the space below.
a. 217 ÷ 32 ≈ ___________ b. 569 ÷ 73 ≈ ___________
3. Generate and solve another division problem with the same quotient and remainder as the two problems below. Explain your strategy for creating the new problem.
4. Sarah says that 50 ÷ 8 equals 56 ÷ 9 because both are “6 R2.” Show her mistake using decimal division. You only need to divide to the hundredths place
5. A rectangular playground has an area of 1,036 square meters. If the width of the
rectangle is 37 meters, find the length.
7
3 9 2 8 4
– 2 7 3
1 1
7
9 7 4
– 6 3
1 1
6. A baker uses 11.5 pounds of flour daily.
a. How many ounces of flour will he use in three weeks? Use words, numbers, or pictures to explain your thinking. (1 lb = 16 oz.)
b. The baker’s recipe for a loaf of bread calls for 6 ounces of flour. If he uses all of his flour to make loaves of bread, how many full loaves can he bake in three weeks?
c. The baker sends all his bread to one store. If he can pack up to 10 loaves of bread in a box for shipping, what is the minimum number of boxes required to ship all the loaves baked in three weeks. Explain your reasoning.
d. The baker pays $0.50 per pound for sugar and $1.25 per pound for butter. Write an
expression that shows how much the baker will spend if he buys 4 pounds of butter and 11 pounds of sugar.
e. Chocolate sprinkles cost as much per pound as sugar. Find !!" the baker’s total cost
for 100 pounds of chocolate sprinkles. Explain the number of zeros and the placement of the decimal in your answer using a place value chart.