C2.0 Compacted 5/6 Parent Resource
Marking Period 2 – Topic 5
Multi-Digit Computation
(multiplying and dividing decimals)
Learning Goals by Common Core State Standard
(multiplying and dividing
decimals)
Multi-Digit Computation
Topic
Students will be able to...



Use an understanding of fractions and place value to multiply and divide decimals.
Estimate products and quotients for word problems involving multi-digit decimals.
Fluently multiply and divide multi-digit decimals using the standard algorithm.
Instructional videos in the hyperlinks above are meant to support C2.0 content,
but may use vocabulary or strategies not emphasized by MCPS.
The Common Core State Standards require a balance of three fundamental
components that result in rigorous mathematics acquisition: deep conceptual
understanding, procedural skill, and mathematical applications and modeling.
RIGOR
Multi-Digit Computation
Deep
Conceptual
Understanding
(multiplying and dividing decimals)
Applications
and Modeling
Procedural
Skill
Students will make
connections
between fractions
and place value and
the standard
algorithms for
multiplication and
division of multidigit decimals.
Students will build
speed and accuracy
when multiplying and
dividing multi-digit
decimals.
Students will apply
the standard
algorithms for
multiplication and
division to solve
multi-digit decimal
problems in a realworld context.
C2.0 Compacted 5/6 Parent Resource
Marking Period 2 - Topic 5: Multi-Digit Computation (multiplying and dividing decimals)
Learning Experiences by Common Core State Standard
In school, your child will…
Topic 5: Multi-Digit Computation (multiplying and dividing decimals)

At home, your child can…

Estimate products for multiplication problems involving
multi-digit decimals.
o
o
Dinner was $ 1 9 .8 5 . We wanted to leave a tip that
was 2 0 % of the cost of the meal. 1 9 .8 5 is almost
20 and 2 0 % is equivalent to
1
, so
$ 1 9 .8 5   
Work with money.
o
o
is
5
about

.

Estimate quotients for division problems involving multidigit decimals.
o
o

$4
If 1 2  2  6 , then
1 .2  2  0 .6
0 .1 2  0 .2  0 .0 0 6
.
Determine where the missing decimal point should go in a number
sentence:
o
and
is about 2; 2.280 can be rounded to 2
and 0.95 can be rounded to 1 in order to estimate a
quotient of 2 because 2  1  2 .
2 .2 8 0  0 .9 5
Estimate how much tax would be paid on different items in a sale
advertisement given a $0.06 tax rate.
Determine how much money would be spent when buying
different quantities.
Determine what each person’s share of a restaurant bill would be
and calculate tip as 0.15 or 0.2.
3 1 .6 1  5 .8  5 4 5

o
Students may estimate. Since 3 0  5  6 the decimal
point should be placed as 5.45.
3 2 6 .8 7 2  3 6 .4  8 .9 8

Students may look at this problem as 8 .9 8  3 6 .4  ? .
Since 9  3 6  3 2 4 the decimal point should be placed
between the 6 and 8; 3 2 6 .8 7 2  3 6 .4  8 .9 8 .
Multiply and divide multi-digit decimals using the standard
algorithms.
Additional Practice
 Solving problems in a real world context
Interactive Practice
 MP2 Topic 1 Multi-Digit Computation (Flexbook)
Additional Practice links support C2.0 content,
but may use vocabulary or strategies not emphasized by MCPS.