Grade 5 Mathematics
Student Unit Overview
Unit 3: Dividing Whole Numbers and Decimals

How does estimation help determine the reasonableness of a
solution?

Essential Questions
How does representing mathematical ideas using models
facilitate understanding and communication of those ideas?
The “big picture”

How can multiplication be used to solve a division problem?

How does the base-ten system apply to decimal operations?
Knowledge Targets  I can recognize when I need to divide.
What I need to know
Reasoning Targets
What I can do with
what I know
Skill Targets
What I can
demonstrate
Product Targets
What I can make to
show my learning
 I can make sense of quantities and relationships in problem
situations.
 I can make sense of problems and keep working if I get stuck.
 I can use patterns to solve decimal division problems.
 I can estimate quotients in problems involving decimals.
 I can use models to help find quotients in problems involving
decimals.
 I can divide decimals by a whole number.
 I can divide decimals by a two-digit whole number.
 I can use number sense to help solve decimal division problems.
 I can divide a decimal by another decimal.
 I can use patterns to find quotients.
 I can estimate quotients.
 I can use models to find quotients.
 I can find quotients of whole numbers.
 I can find the quotient when the divisor is a multiple of 10.
 I can decide where to place the first digit of the quotient when I
divide whole numbers.
 I can use estimation to decide if a quotient is reasonable when
dividing by 2-digit divisors.
 I can explain my reasoning and critique the reasoning of others both
orally and in writing.
 I can use multiple representations to flexibly solve problems and
show it using work samples, pictures, etc.
 I can make sense of quantities and their relationships in problem
situations and represent them in a variety of ways through showing
multiple representations.
Curriculum and Instruction
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12/19/2016