New York State Common Core
5
Mathematics Curriculum
GRADE
GRADE 5 • MODULE 2
Topic H
Measurement Word Problems with
Multi-Digit Division
5.NBT.6
Focus Standard:
5.NBT.6
Instructional Days:
2
Coherence -Links from:
G4–M3
Multi-Digit Multiplication and Division
G6–M2
Arithmetic Operations Including Dividing by a Fraction
-Links to:
Find whole-number quotients of whole numbers with up to four-digit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or
the relationship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
In Topic H, students apply the work of the module to solve multi-step word problems using multi-digit division
(5.NBT.6). Cases include unknowns representing either the group size or number of groups. In this topic, an
emphasis on checking the reasonableness of their solutions draws on skills learned throughout the module,
which includes using knowledge of place value, rounding, and estimation. Students relate calculations to
reasoning about division through a variety of strategies including place value, properties of operations,
equations, and area models.
A Teaching Sequence Towards Mastery of Measurement Word Problems with Multi-Digit Division
Objective 1: Solve division word problems involving multi-digit division with group size unknown and the
number of groups unknown.
(Lessons 28–29)
Topic H:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Measurement Word Problems with Multi-Digit Division
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
2.H.1
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 28
Objective: Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
Suggested Lesson Structure
Fluency Practice

Concept Development

Student Debrief

Total Time
(12 minutes)
(38 minutes)
(10 minutes)
(60 minutes)
Fluency Practice (12 minutes)
 Sprint: Divide Decimals by Multiples of 10 5. NBT.7
(9 minutes)
 Unit Conversions 5.MD.1
(3 minutes)
Sprint: Divide Decimals by Multiples of 10 (9
minutes)
Materials: (S) Divide Decimals by Multiples of 10 Sprint
Note: This Sprint will build automaticity of G5–M2–Lesson 24’s
content.
Unit Conversions (3 minutes)
Materials: (S) Personal white boards
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Some students may still need support
while dividing in the standard
algorithm. Refer to G5–M2–Lessons
21–27 for help with guiding children
through the algorithm using place
value language.
Note: This drill will review unit conversions and prepare
students for problem solving in the Concept Development.
Repeat the process from G5–M2–Lesson 27 for each unit conversion, varying number that students need to
compute.
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.2
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Concept Development (38 minutes)
Materials: (S) Problem Set
Suggested Delivery of Instruction for Solving Topic H’s Word Problems
1. Model the problem.
Have two pairs of student who you think can be successful with modeling the problem work at the board
while the others work independently or in pairs at their seats. Review the following questions before
beginning the first problem:



Can you draw something?
What can you draw?
What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above. After two minutes, have the two pairs of
students share only their labeled diagrams. For about one minute, have the demonstrating students receive
and respond to feedback and questions from their peers.
2. Calculate to solve and write a statement.
Give everyone two minutes to finish work on that question, sharing their work and thinking with a peer. All
should then write their equations and statements of the answer.
3. Assess the solution for reasonableness.
Give students one to two minutes to assess and explain the reasonableness of their solution.
Note: In G5–M2–Lessons 17–19, the Problem Set will be comprised of the word problems from the lesson
and is therefore to be used during the lesson itself.
Problem 1
Ava is saving for a new computer that costs $1,218. She has already saved half of the money. Ava earns
$14.00 per hour. How many hours must Ava work in order to save the rest of the money?
This two-step equal groups with number of groups unknown problem is a step forward for students as they
divide the total in half and use their decimal division
skills to divide 609 by 14 to find the number of hours
Ava needs to work. In this case, the divisor
represents the size of the unit. As you circulate,
look for other alternate modeling strategies which
can be quickly mentioned or explored more deeply
as per your professional judgment.
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.3
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
After the students have solved the problem, ask them to check their answer for reasonableness.
T:
How can you know if 43.5 is a reasonable answer? Discuss with your partner.
Problem 2
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?
This two-step equal groups with number of groups
unknown problem involves both whole number
and decimal division. Students must first find the
number of packs of cards, and then find the price
per each pack. In the whole number division, the
divisor represents the size of the unit: How many
groups of 36 cards? While in the decimal division,
the 39 packs of cards are “sharing” the total
amount of money: How much money in each
group? Because the accuracy of the second
quotient is determined by the accuracy of the
first, students may wish to check the first division
before moving to the second.
After students have solved the problem, ask them to check their answer for reasonableness.
T:
S:
T:
S:
T:
How can you know your answer of $16.25 is reasonable?
I thought about the money as $640 and the number of packs as 40. That’s like 64 ÷ 4 which is 16.
My estimate of the number of packs was 1 more than the actual, so it made sense that each pack
would cost more money and $16.25 is really close to $16.
Did you check your first division before moving on to your second? Why or why not?
I did check to be sure I had the right number of thirty-sixes. I knew if I didn’t have the right number
of packs, my price for each would be off.  I didn’t check until the end, but I did check both my
divisions.
Compare the meaning of the divisors for these two different division equations.
Problem 3
Jim Nasium is building a tree house for his two
daughters. He cuts 12 pieces of wood from a board
that is 128 inches long. He cuts 5 pieces that
measure 15.75 inches each, and 7 pieces evenly cut
from what is left. Jim calculates that due to the
width of his cutting blade, he will lose a total of 2
inches of wood after making all the cuts. What is
the length of each of the seven pieces?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.4
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Careful drawing is essential for success in this three-step equal groups with group size unknown problem, as it
requires students to first subtract the 2 inches lost to the blade’s kerf and then subtract the total from the 5
larger pieces cut. This remaining wood is then divided into 7 parts and the length is found for each, the
divisor representing the number of units.
T:
T:
How can you be sure your final answer is reasonable?
How did you organize your work so that you could keep track of all the different steps? Compare
your organization with that of your partner.
Problem 4
A load of bricks is twice as heavy as a load of sticks. The total weight of 4 loads of bricks and 4 loads of sticks
is 771 kilograms. What is the total weight of 1 load of bricks and 3 loads of sticks?
The new complexity of this equal groups with group size unknown problem is that students must take into
account the number of units that must be used to represent the weight of the bricks, and then account for
those units when choosing the number of units to multiply by 64.25. Alternatively, after identifying the value
of the base unit, in the final step students might calculate the weight of a single load of bricks and a single
load of sticks, multiply the bricks by 3 and then add. Also, the division of two whole numbers results in a
decimal. Students must rename ones as tenths and tenths as hundredths, placing additional zeros in the
dividend. In this situation, the divisor represents the number of units. After solving and assessing the
solution for reasonableness, consider the following questions:
T:
S:
T:
What was the first thing that you drew? What did one unit represent in your model?
I drew 1 unit for the load of sticks
and 2 units for the load of bricks,
and then drew the other boxes as
I counted out the rest of the loads
of bricks and sticks.  I knew
that the brick units would be
twice as many as the stick units
because they were the same
number of loads of bricks and
sticks. I just drew 4 units for the
loads of sticks and then doubled
them for the loads of bricks.
Compare your approach to finding the total weight of 3 loads of bricks and 1 load of sticks to your
partner’s.
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.5
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Problem Set (10 minutes)
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Solve division word problems involving
multi-digit division with group size unknown and the
number of groups unknown.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson. You
may choose to use any combination of the questions
below to lead the discussion.





How are the problems alike? How are they
different?
How was your solution the same and different
from those that were demonstrated?
Did you see other solutions that surprised you or
made you see the problem differently?
Why should we assess reasonableness after
solving?
Sort the problems into those in which the group
size unknown and those in which the size of the
groups was unknown. There may be problems
which must be placed into both categories.
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.6
Lesson 28 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.7
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Lesson 28 Sprint 5•2
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.8
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Lesson 28 Sprint 5•2
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.9
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 28 Problem Set 5•2
Date
1. Ava is saving for a new computer that costs $1,218. She has already saved half of the money. Ava earns
$14.00 per hour. How many hours must Ava work in order to save the rest of the money?
2. 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?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.10
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 28 Problem Set 5•2
3. Jim Nasium is building a tree house for his two daughters. He cuts 12 pieces of wood from a board that is
128 inches long. He cuts 5 pieces that measure 15.75 inches each, and 7 pieces evenly cut from what is
left. Jim calculates that due to the width of his cutting blade, he will lose a total of 2 inches of wood after
making all of the cuts. What is the length of each of the seven pieces?
4. A load of bricks is twice as heavy as a load of sticks. The total weight of 4 loads of bricks and 4 loads of
sticks is 771 kilograms. What is the total weight of 1 load of bricks and 3 loads of sticks?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.11
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 28 Exit Ticket 5•2
Date
Solve this problem and show all your work.
1. Kenny is ordering uniforms for both the girls’ and boys’ tennis clubs. He is ordering shirts for 43 players
and two coaches at a total cost of $658.35. In addition, he is ordering visors for each player at a total cost
of $368.51. How much will each player pay for the shirt and visor?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.12
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 28 Homework 5•2
Date
1. Mr. Rice needs to replace the 166.25 ft of edging on the flower beds in his backyard. The edging is sold in
length of 19 ft each. How many lengths of edging will he need to purchase?
2. Olivia is making granola bars and will use 17.9 oz of pistachios, 12.6 oz of almonds, 12.5 oz of sunflower
seeds, and 12.5 oz of cashews. This amount makes 25 bars. What is the total amount of nuts in each
bar?
3. Adam has 16.45 kg of flour and he uses 6.4 kg to make hot cross buns. The remaining flour is exactly
enough to make 15 batches of scones. How much flour will be in each batch?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.13
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 28 Homework 5•2
4. There are 90 fifth grade students going on a field trip. Each one pays the teacher $9.25 to cover
admission to the theater and lunch. Admission for the students will cost $315 and each one gets and
equal amount to spend on lunch. How much will each fifth grader be able to spend on lunch?
5. Ben is making math manipulatives to sell. He needs to make at least $450. Each manipulative costs $18
to make. He is selling them for $30 each. What is the minimum number he can sell to reach his goal?
Lesson 28:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.14
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 29
Objective: Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
Suggested Lesson Structure
Fluency Practice

Application Problem

Concept Development

Student Debrief

Total Time
(10 minutes)
(8 minutes)
(32 minutes)
(10 minutes)
(60 minutes)
Fluency Practice (10 minutes)
 Unit Conversions 5.MD.1
(3 minutes)
 Divide Decimals by Two-Digit Numbers 5.NBT.7
(7 minutes)
Unit Conversions (3 minutes)
Materials: (S) Personal white boards
Note: This drill will review unit conversions and prepare students for problem solving in the Concept
Development.
Repeat the process from G5–M2–Lessons 27 and 28 for each unit conversion, varying numbers that students
need to compute.
Divide Decimals by Two-Digit Numbers (7 minutes)
Materials: (S) Personal white boards
Note: This drill will review G5–M2–Lesson 27 content.
Repeat the process from G5–M2–Lesson 27 for possible sequence: 8.61 ÷ 21, 4.9 ÷ 14, and 24 ÷ 16.
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.15
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Application Problem (8 minutes)
A one-year (52-week) subscription to a weekly magazine is $39.95. Greg calculates that he would save
$219.53 if he subscribed to the magazine instead of purchasing it each week at the store. What is the price of
the individual magazine at the store?
Note: This Application Problem uses concepts from G5–Module 1 in
the first step of the problem and division of decimals with group size
unknown from Module 2 in the second step of the problem. A tape
diagram or place value chart can be used to add the decimals and a
tape diagram is the ideal strategy to represent the division.
$259.48 ÷ 52 is best solved through estimation, as the dividend can
be estimated as an easily identifiable multiple of 50. However, if it is
deemed that more time is needed for Concept Development, the
Application Problem may be used for homework or journal entry.
Concept Development (32 minutes)
Materials: (S) Problem Set
Note: G5–M2–Lesson 29 is a continuation of the problem solving from G5–M2–Lesson 26. It is suggested
that delivery of today’s lesson follow that of Lesson 28. It is also acceptable to allow students as much
independence in solving as is appropriate for your particular student population.
Problem 1
Lamar has 1354.5 kilograms of potatoes to deliver in equal amounts to 18 stores. 12 of the stores are in the
Bronx. How many kilograms of potatoes will be delivered to stores in the Bronx?
Before solving:
T: Will the amount delivered to the stores in the Bronx be more or less than half of the total amount of
potatoes delivered? How do you know?
S: More than half because more than half of the stores are in the Bronx.
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.16
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
This two-step equal groups with group size unknown problem requires first dividing to find the value of one
unit and then multiplying to find the value of 12 of those units.
T:
T:
S:
How can you know that your final answer is reasonable? Was the amount delivered to the Bronx
stores more than half of the total?
How did you determine if your decimal was placed reasonably in your product?
I was multiplying by 12. I knew that my answer needed to be more than 750 but less than 7,500.
The only place that made sense to put the decimal made the answer 903 – not 90.3 or 9,030.  I
mentally multiplied 75.25 by 100 to make it 7,525 hundredths before I multiplied by 12. I knew I
needed to adjust my product by dividing by 100 at the end.
Problem 2
Valerie uses 12 oz of detergent each week for her
laundry. If there are 75 oz of detergent in the bottle, in
MP.2 how many weeks will she need to buy a new bottle of
detergent? Explain how you know.
The interpretation of the remainder in this single-step
equal groups with number of groups unknown problem
requires that students recognize the need to buy the
detergent in 6 weeks. Although there will be a small
amount of detergent left after the sixth week, there is
not enough to do a seventh week of laundry.
After solving and assessing reasonableness:
T: The quotient was more than 6, why can’t Valerie wait another week before buying detergent?
S: The quotient is the number of weeks that the detergent will last. It will last a little more than 6
weeks, but that means she won’t have enough for all the laundry in the seventh week.  To have
enough for 7 weeks, the detergent bottle would need to hold 7 × 12 oz which is 84 oz. It’s less than
that so she has to buy after 6 weeks.
Problems 3–4
Problem 3: The area of a rectangle is 56.96 m2. If the length is 16 m, what is its perimeter?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.17
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Problem 4: A city block is 3 times as long as it is wide. If the total distance around the block is 0.48
kilometers, what is the area of the block in square meters?
Problems 3 and 4 require students to apply their knowledge of
area and perimeter to find missing sides using division, and then
use that information to answer the question. In Problem 3, area
information must be used to find perimeter, and in Problem 4,
perimeter must be used to find area. In both cases, students
must account for the existence of 2 pairs of equal sides in their
calculations. In Problem 3, students may find it more helpful to
draw a rectangle rather than a tape diagram. However, the 3
times as long relationship in Problem 4 might be better
modeled using a tape diagram. An added complexity of
Problem 4 is the need to convert between kilometers and
meters.
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
When using a tape diagram that is
divided into to more than 10 equal
parts, encourage students to use dot,
dot, dot to indicate the uniformity of
the equal parts in the tape diagram to
save time and space. For students who
are having difficulty with the tape
diagram or calculations, it is better to
work with smaller numbers that allow
for a greater understanding of the
concept when modeled.
After solving and assessing reasonableness:
T: Find someone whose drawing looks different than
yours for Problem 3 or 4. Compare your approaches.
T: How are these two problems alike and how are they
different?
S: Both are about rectangles with missing information.  One asks for area and the other asks for
perimeter.  You have to remember how to find area and perimeter and find out the missing side
before you can answer the question.
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.18
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Problem Set (10 minutes)
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Solve division word problems involving
multi-digit division with group size unknown and the
number of groups unknown.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson. You
may choose to use any combination of the questions
below to lead the discussion. As there is so much time
given to debriefing each individual problem in the set, the
culminating questions for today’s lesson are brief.


Compare Problems 3 and 4 and Problems 1 and 2.
Students may note the following:
 A bar model is not as helpful as a picture of
the rectangles in Problem 3.
 In Problems 3 and 4, it is harder to say if the
divisor is the number of groups or the size of
the group.
 All four problems involve measurement.
What did the divisor represent in each equation?
What did the unknown represent for each? How
did that change the model you drew? Which is
easier to draw?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.19
Lesson 29 5•2
NYS COMMON CORE MATHEMATICS CURRICULUM
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.20
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 29 Problem Set 5•2
Date
1. Lamar has 1,354.5 kilograms of potatoes to deliver to 18 stores. 12 of the stores are in the Bronx. How
many kilograms of potatoes will be delivered to stores in the Bronx?
2. Valerie uses 12 oz of detergent each week for her laundry. If there are 75 oz of detergent in the bottle, in
how many weeks will she need to buy a new bottle of detergent? Explain how you know.
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.21
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 29 Problem Set 5•2
3. The area of a rectangle is 56.96 m2 . If the length is 16 m, what is its perimeter?
4. A city block is 3 times as long as it is wide. If the distance around the block is 0.48 kilometers, what is the
area of the block in square meters?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.22
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 29 Exit Ticket 5•2
Date
Solve.
Hayley borrowed $1,854 from her parents. She agreed to repay them in equal installments over the next 18
months. How much will Hayley still owe her parents after a year?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.23
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 29 Homework 5•2
Date
Directions: Solve the word problems using the bar model.
1. Michelle wants to save $150 for a trip to Six Flags Amusement Park. If she saves $12 each week, how
many weeks will it take her to save enough money for the trip?
2. Karen works for 85 hours over a two week period. She earns $1,891.25 over this period. How much does
Karen earn for 8 hours of work?
3. The area of a rectangle is 256.5 m2. If the length is 18 m, what is the perimeter of the rectangle?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.24
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 29 Homework 5•2
4. Tyler baked 702 cookies. He sold them in boxes of 18. After selling all the boxes of cookies, he earned
$136.50. What was the cost of one box of cookies?
5. A park is 4 times as long as it is wide. If the distance around the park is 12.5 kilometers, what is the area
of the park?
Lesson 29:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Solve division word problems involving multi-digit division with
group size unknown and the number of groups unknown.
7/4/13
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2.H.25