GRADE 5 • UNIT 2
Table of Contents
Multi-Digit Whole Number and Decimal Fraction Operations
Lessons
Topic 1: Mental Strategies for Multi-Digit Whole Number Multiplication
1-2
Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and
the distributive and associative properties.
Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and using place value
patterns.
Topic 2: The Standard Algorithm for Multi-Digit Whole Number Multiplication 3-9
Lesson 3: Write and interpret numerical expressions and compare expressions using a visual
model.
Lesson 4: Convert numerical expressions into unit form as a mental strategy for multi-digit
multiplication.
Lesson 5: Connect visual models and the distributive property to partial products of the standard
algorithm without renaming.
Lessons 6 & 7: Connect area diagrams and the distributive property to partial products of the
standard algorithm without renaming.
Lesson 8: Fluently multiply multi-digit whole numbers using the standard algorithm and using
estimation to check for reasonableness of the product.
Lesson 9: Fluently multiply multi-digit whole numbers using the standard algorithm to solve multistep word problems.
Topic 3: Decimal Multi-Digit Multiplication
10-12
Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers using place value
understanding to record partial products.
Lesson 11: Multiply decimal fractions by multi-digit whole numbers through conversion to a whole
number problem and reasoning about the placement of the decimal.
Lesson 12: Reason about the product of a whole number and a decimal with hundredths using
place value understanding and estimation.
Topic 4: Measurement Word Problems with Whole Number and Decimal
Multiplication
13-15
Lesson 13: Use whole number multiplication to express equivalent measurements.
Lesson 14: Use decimal multiplication to express equivalent measurements.
Lesson 15: Solve two-step word problems involving measurement and multi- digit multiplication.
Topic 5: Mental Strategies for Multi-Digit Whole Number Division
16-18
Lesson 16: Use divide by 10 patterns for multi-digit whole number division.
Lessons 17–18: Use basic facts to approximate quotients with two-digit divisors.
Topic 6: Partial Quotients and Multi-Digit Whole Number Division
19-23
Lesson 19: Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and
make connections to a written method.
Lesson 20: Divide two- and three-digit dividends with single-digit quotients and make connections
to a written method.
Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single-digit quotients
and make connections to a written method.
Lessons 22–23: Divide three- and four-digit dividends by two-digit divisors resulting in two- and
three-digit quotients, reasoning about the decomposition of successive remainders in each
place value.
Topic 7: Partial Quotients and Decimal Multi-Digit Division
24-27
Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the placement of the
decimal point and making connections to a written method.
Lesson 25: Use basic facts to approximate decimal quotients with two-digit divisors, reasoning
about the placement of the decimal point.
Lessons 26–27: Divide decimal dividends by two-digit divisors, estimating quotients, reasoning
about the placement of the decimal point, and making connections to a written method.
Topic 8: Measurement Word Problems with Multi-Digit Division
Lessons 28–29: Solve division word problems involving multi-digit division with group size
unknown and the number of groups unknown.
28-29
Vocabulary
Familiar Terms and Symbols1
≈
- “is about”, used for estimation of numbers
Decimal - a fraction whose denominator is a power of ten and whose numerator is expressed by
figures placed to the right of a decimal point
Digit - a numeral between 0 and 9
Dividend - the number that is to be divided
(e.g., 250 ÷ 5 = 50, 250 is the dividend and goes inside the division house 5)250 )
Divisor - the number by which another number is divided
(e.g., 250 ÷ 5 = 50, 5 is the divisor and goes outside the division house 5)250 )
Equation - a statement that the values of two mathematical expressions are equal, has an equal sign =
Equivalence - a state of being equal or equivalent
Equivalent measures (e.g., 12 inches = 1 foot; 16 ounces = 1 pound)
Estimate - approximation of the value of a quantity or number, you will see the word “about”
Exponent - the number of times a number is to be used as a factor in a multiplication expression
e.g.
102 = 10 x 10 = 100
the two is the exponent
Factor - the numbers being multiplied (e.g., 3 x 4 = 12, 3 and 4 are factors)
Multiple - a number that can be divided by another number without a remainder like 15, 20, or any
multiple of 5
Partial product – a method of multiplying in which each digit is multiplied separately; the answers are the
partial products. They are then added together to get the final result/answer/product.
Example: 3,201.4 x 2 = (3,000 x 2) + (200 x 2) + (1 x 2) + (0.4 x 2) = 6,000 + 400 + 2 + 0.8 = 6,402.8
Partial quotient – a method of dividing in which multiples of the divisor are subtracted from the dividend
and then the quotients are added together.
Example: to see how this is done you can watch the video found at the link below:
http://everydaymath.uchicago.edu/teaching-topics/computation/div-part-quot/
Pattern - a consistent and recurring trait within a sequence
Product – the answer or total when two numbers (factors) are multiplied
Quotient – the answer when dividing one number (dividend) by another (divisor)
Remainder - the number left over when one integer is divided by another
Renaming - making a larger unit that is equivalent
Rounding - approximating the value of a given number
Unit Form - place value counting, (e.g., 34 stated as 3 tens 4 ones)
Number bond
10
8
2
Number Bond
1
These are terms and symbols students have used or seen previously.
New Vocabulary for 5th Grade Unit 2
Decimal Fraction - a proper fraction whose denominator is a power of 10 (ex 0.3 = 3/10)
Decompose – to break apart into smaller pieces or parts (ex 321 = 300 + 20 + 1)
Multiplier - a quantity by which a given number—a multiplicand—is to be multiplied ie factor
Order of Operations – Parentheses, Exponents, Multiplication & Division, Addition & Subtraction
Parentheses - the symbols used to relate order of operations ( )
Lesson by Lesson Suggestions
Lesson 3: Writing Simple Expressions
Parent Tip: Writing expressions can be extremely hard for students since there are so many things to consider at
the same time. Remind your children to slow down and think about each step, one at a time, to prevent them
from becoming frustrated.
7 multiplied by the sum of 4 and 2
Think carefully about what you must include, and the order in which you should write it.
Make a list of the things you know you must include:
o The numbers 7, 4, and 2.
o "multiplied" tells me I will need the operation of multiplication.
o "sum" tells me that I will need the operation of addition, “difference” would mean to subtract
o "Multiplied by the sum" tells me that I will need to get the sum of 4 and 2 before multiplying.
Based on the correct order of operations shown above addition comes after multiplication, I will need to put 4 +
2 inside parentheses to
“seven multiplied by the sum of four and two” = 7 x
(4 + 2)
4 + 2 is in parentheses to make sure this addition is done first. Without the parentheses, the operation of
multiplication would have to be done first, based on the order of operation rules.
Another way you could write it is just:
7(4 + 2)
A number right next to a parentheses mark, with no operation sign in between, means to multiply.
Note: Parentheses are not needed to show multiplication or division happening first, because the rules for the order
of operation already say that they come before any adding or subtracting.
EX) Three times the difference between eighteen and thirteen
Ex) Five less than the product of eight and three
Models to show expressions
3 x (18 - 13)
8 x 3 – 5 or (8 x 3) -5
Representing Multiplication & Division Using Models
Students are expected to demonstrate an understanding of mathematical operations (add, subtract,
multiply & divide) using models*, explanations**, and/or solving real world word problems***.
*Common models to show mathematical concepts are: set models, arrays, area models, and
number lines. (Examples of each type of model will be provided.)
** Explanations refer to a verbal or written description of how the operation works or how the
problem was solved. Students must use words and complete sentence to state their answer.
***Solving problems means coming up with an answer to a problem situation using any method.
The problem may be solved using words, numbers, or pictures (models).
Multiplication
Ex) The party had 23 tables. Each table had 18 chairs. How many chairs were there altogether?
Students in lower grades, seeing the problem above, may draw 23 tables with 18 chairs at each
table and then count how many chairs. This would be an example of the set model and would be a
cumbersome project. In Grades 4 and 5, students should know that this is a situation that calls for
multiplication and the model needs to be more suited to showing large numbers.
Numerical Ways to Multiply 2 digit by 2 digit
Here are a few examples of numerical ways that students could find 23 x 18 without using the
standard algorithm:

Find a smaller product (23 x 6) and triple the result; because 18 is made with 6 x 3
23 x 6 = (20 x 6) + (3 x 6)
= 120 + 18
= 138
138 x 3 = (100 x 3) + (30x3) + (8x3)
= 300 + 90 + 24
= 414

Look for landmark numbers, numbers that are easier to work with using mental math
(this will be taught and practiced in Lesson 4)
23 x 18 is close to 25 x 18. 25 is easier to multiply with a landmark number.
If we can find 25 x 18 and take away 2 x 18, we will have 23 x 18.
Since 25 x 4 = 100,
then 25 x 16 = 400 and 25 x 2 = 50 so 25 x 18 = 450
We need to subtract off 2 x 18. (which is 36)
450 – 36 = 414
Lesson 4: A Mental Strategy for Multiplying Numbers
Example 1:
25 x 12
“Should we use twenty-fives as the unit or twelves as the unit?”
12 is 2 away from 10, 25 is 5 away from 20 so we will use
12 twenty-fives. It makes more sense to use 25 as the unit because
12 is closer to a whole ten.
We can think about 12 twenty-fives as 10 twenty-fives + 2 twenty-fives.
Draw a tape diagram: Show 10 twenty-fives, then add on 2 more.
25
25 25 . . .
(symbolizes the continuation
25
25
25
of a pattern)
10 twenty-fives
Think:
Example 2:
10
=
=
18 x 17
2 twenty-fives
twenty-fives + 2
twenty-fives
(10 x 25)
+ (2 x 25)
250
+
50
= 300
“Should we use eighteens as the unit or seventeens as the unit?”
18 is 2 away from 20, 17 is 3 away from 20 so we will use 18 seventeens
It makes more sense to use 17 as the unit because 18 is closer to a whole
ten.
We can think about 18 seventeens as 20 seventeens - 2 seventeens.
Draw a tape diagram: Show 20 seventeens, then subtract 2 seventeens.
20 seventeens
17
17 17 . . .
17
17
17
18 seventeens
Think:
20 seventeens
=
(20 x 17)
=
340
-
2 seventeens
(2 x 17)
34
=
306
**We know that this may seem like more work and more steps and a round about way to multiply
– remember the goal of this lesson is to teach a deeper understanding of number operations – not
just get the right answer.**
Models to Show Multiplication:
1-digit by 1-digit Multiplication
4
12 square units
Array model for 4 x 3
3
12
2-digit by 1-digit Multiplication
3
Array model for 12 x 3 using only unit cubes:
36 square units
Note that the above array model could also be expressed as two arrays (10 x 3) and (2 x 3)
10
2
6 square units
3
3
By breaking the 12 up into 10 + 2, the
product 36 is easier to visualize and
easier to build using the Base Ten
Blocks. This breaking up of numbers
will later be called decomposing.
30 square units
Area models – a more abstract version of an array that does not show each individual unit
Multiplication using an area model is presented starting in grade 3 using arrays and then through grade 5
for multiplication for larger numbers.
7x5
24 x 6
20
7
5
6
35
120
7 x 5 = 35
24 x 6 = 120 + 24 = 144
248 x 9
200
40
8
9
1800
360
72
248 x 9 = 1800 + 360 + 72 = 2,232
4
24
2-digit by 2-digit Multiplication
When representing a 2-digit by 2-digit product using the array model, the same idea of
decomposing numbers into units of 1’s and 10’s is used to make the total number of square units
in the arrays easier to visualize.
For example:
23 x 18
To model this we need an array that is 23 units on one side and 18 units on the adjacent side.
- We can decompose 23 to make 20 + 3
- We can decompose 18 to make 10 + 8
By doing this, four rectangles are formed. We can use mental math to calculate the areas.
To find 23 x 18, we can add the areas of the four arrays, the separate products are called
the partial products.
The partial products are added to get the final product.
23 x 18 = (20 x 10) + (3 x 10) + (20 x 8) + (3 x 8)
= 200 + 160 + 30 + 24
(partial products)
= 414
Lessons 5-9: Multi-Digit Whole Number Multiplication Area Model & Standard
Algorithm
The concrete models of multiplication shown on the previous pages limit the size of numbers students can
use. In 5th grade, students will be solving 3-digit by 3-digit multiplication and beyond. The concrete model
using base ten blocks or using graph paper visualizing the actual numbers becomes cumbersome. After
experience with the concrete, the students need to move into a more abstract area model.
Students will still show the rectangles formed by multiplication, but they do not have to use models having
an exact scale/size. They do not have to be exactly to scale, though if one dimension is less than another, it
should be shown in the picture. Students will also learn to use the standard algorithm at the same time.
89 x 47
Example 1:
80
9
47 x 89 = 3200 + 360 + 560 + 63 = 4,183
40
7
40 x 9
=360
40 x 80 = 3200
Standard Algorithm:
89
x 47
623
+3560
4,183
7 x 9 = 63
7 x 80 = 560
167 x 23
Example 2:
100
60
7
= 2000 + 1200 + 140 + 300 + 180 + 21
= 3,841
20
3
Example 3:
2000
000
1200
300
180
253 x 174
200
Standard Algorithm:
140
167
x 23
501
+3340
3,841
2
1
= 20000 + 14000 + 800 + 5000 + 3500 + 200 + 300 + 210 + 12
= 44,022
50
3
Standard Algorithm:
100
20000
5000
300
70
14000
3500
210
800
200
12
4
253
x 174
1012
17710
+ 25300
44022
Lessons 10-12: Multiplication of Decimals Using the Area Model & Standard Algorithm
The decimal multiplication in this and following lessons builds on the concept of whole number
multiplication in earlier unit lessons and the single - digit decimal multiplication from Unit 1. It is important
for students to note that because multiplication is commutative, multiplication sentences may be written in
any order. In this part of the unit, the decimal factor will be designated as the unit (multiplicand—the what
that is being multiplied) while the whole number will be treated as the multiplier (the how many copies
number). This interpretation allows students to build on the repeated addition concept of multiplying
whole numbers, which has formed the basis of the area model as students understand it. This makes the
distributive property and the partial products of the algorithm a direct parallel to whole number work.
43 x 2.4
Example 1:
4
20
tenths
43 x 24 tenths = 800 + 160 + 60 + 12
= 1,032 tenths = 103.2
40
3
40 x 20 = 800
3 x 20 = 60
40 x 4 = 160
3 x 4 = 12
Standard Algorithm:
24 tenths
x 43
72
+ 960
1,032 tenths = 103.2
Another way to think about this problem:
The student demonstrates this with the algorithm by multiplying by 10 and then dividing by 10. It’s
like multiplying by 1!
Example 2:
7.38 x 41
Lessons 13-15: Measurement Word Problems with Whole Number and Decimal Multiplication
Students explore multiplication as a method for expressing equivalent measures. For example,
they multiply to convert between meters and centimeters or ounces and cups with measurements
in both whole number and decimal form. These conversions offer opportunity for students to not
only apply their knowledge of multi-digit multiplication of both whole and decimal numbers, but
to also reason deeply about the relationships between unit size and quantity—how the choice of
one affects the other.
Students will be given and permitted to use a reference sheet as shown below.
Grade 5 Mathematics Reference Sheet
FORMULAS
Right Rectangular Prism
Volume = lwh (length x width x height)
Volume = Bh (base x height)
CONVERSIONS
1 centimeter (cm) = 10 millimeters (mm)
1 meter (m) = 100 centimeters = 1,000 mm
1 kilometer (km) = 1,000 meters
1 gram (g) = 1,000 milligrams (mg)
1 kilogram (kg) = 1,000 grams
1 pound (lb) = 16 ounces (oz)
1 ton (T) = 2,000 pounds
1 cup (c) = 8 fluid ounces (fl oz)
1 pint (pt) = 2 cups
1 quart (qt) = 2 pints
1 gallon (gal) = 4 quarts
1 liter (L) = 1,000 milliliters (mL)
1 kiloliter (kL) = 1,000 liters (L)
1 mile = 5,280 feet
1 mile = 1,760 yards
The measurements below will not be provided and should already be memorized.
**Time**
1 minute (min) = 60 seconds
1 hour (hr) = 60 minutes
1 day = 24 hours
1 year = 365 days
= 52 weeks
= 12 months
**Standard Lengths**
1 foot (ft) = 12 inches (in)
1 yard (yd) = 36 inches
= 3 feet
A number line can also be used to show measurement conversions and equivalence.
A few notes on division:
There are two distinct interpretations for division. Although the quotients (answers) are the same,
the approaches are different.
Partitive Division: 15 apples were placed equally into 3 bags. How many apples were in
each bag?
Measurement Division: 15 apples were put in bags with 3 apples in each bag. How many
bags were needed?
Lesson 16: Divide by 10 patterns for multi-digit whole number division.
Example 1:
420 ÷ 10
The disk representations used here are a shorthand
version of the work done in Unit 1 with place value
mats. Some students may need to see the division on
the mat using arrows before moving directly to drawn
disks.
Example 2:
1,600 ÷ 100
Students will also learn to solve similar
problems using their knowledge of
place value. The first step is to write the
dividend and divisor in unit form.
Example 3:
24,000 ÷ 600
This example has a divisor that is a multiple of 100.
Students will decompose 600 with 100 as a factor.
(100 x 6 = 600, so 600 ÷ 100 = 6)
We can then divide 24,000 by 100, and finally divide
240 by 6.
Lessons 17-18: Using basic facts to estimate quotients
The word whole is used throughout the unit to indicate the dividend – the number being divided.
The choice of this term is two-fold. First, whole provides a natural scaffold for the fraction work
that is to come in Units 3 and 4. Second, the words dividend and divisor are easily confused. While
the word dividend can certainly be included as well, students may find whole to be an easier term.
Example 1:
Estimate the Quotient
402 ÷ 19
Students will be asked to identify the whole (402), then identify the divisor (19).
Step 1: Round the divisor.
For this example we will round the divisor, 19, to the nearest ten which happens to be the
greatest place of value found in the number. We will use this symbol (≈) which means “is
about”.
19 ≈ 20
Step 2: Round the whole, 402, to a number that can easily be divided by 20.
The estimated quotient is 20.
Tip: Having students write the multiples of the
rounded divisor in a vertical or horizontal list as
they count can provide a helpful support.
20, 40, 60, 80, 100…
or
20
40
60
80
100
The skill that will help most with estimation and all division moving forward is
knowing by memory multiplication facts.
PLEASE PRACTICE AND KNOW YOUR MULTIPLCATION FACTS!!!
Lessons 19 - 23: Partial quotients and multi-digit whole number division
The next set of lessons leads students to divide multi-digit dividends by two-digit divisors using the written
vertical method (known as the standard long division algorithm). Each lesson moves to a new level of
difficulty beginning with divisors that are multiples of 10 (Examples 1 & 2 below) to non-multiples of 10. Two
days are devoted to single-digit quotients with and without remainders before moving onto two- and threedigit quotients. Students will use the estimation skills from previous lessons to start and to check the
reasonableness of their answers.
Example 1:
Example 3:
Example 2:
Steps
- Round the divisor
- Find a multiple of 20 that will make the
division easy and estimate the quotient
- Use the estimated quotient of 3 to
start the long division
- Multiply 21 x 3, if the product is less
than the whole (72) you can continue
*If not reduce the quotient digit by 1*
- Subtract the product of 21 x 3 (63)
from 72
- the number left is the remainder as
long as it is less that the divisor
Example 4:
The 5th Grade math standards specifically require students to find quotients “using strategies based
on place value”. When dividing, students are decomposing units just as they have done when
subtracting since Grade 2. “I don’t have enough tens to subtract, so I’ll change 1 hundred for 10
tens.” When dividing, they also change each larger unit that cannot be divided for smaller units. “I’ll
change 8 remaining tens for 80 ones.” This language will be used as we extend division to include
multi-digit quotients.
Example 5:
590 ÷ 17
In the example above after we use estimation to place the first digit (3) in the quotient, we follow
the same steps as before (multiply 17 x 3, subtract 51 from 59, and end up with 8). Since we cannot
divide 8 by 17 we rename/regroup the 8 tens as 80 ones and add to it any additional ones from the
dividend. In this example there are 0 ones so we use 80 to estimate a second time. This process
continues until no further regrouping can be done.
Example 6:
839 ÷ 41
Often times after subtracting and regrouping the number left is less than the divisor. In the
example above, 19 cannot be divided by 41, so a 0 is placed in the quotient and the 19
becomes the remainder.
Lessons 24 - 27: Partial quotients and multi-digit decimal division
This topic uses the knowledge students have gained about whole number division with double-digit
divisors and extends it to division of decimals by double-digit divisors. Placement of the decimal
point in quotients is based on students’ reasoning about when wholes are being shared or grouped,
and when the part being shared or grouped transitions into fractional parts. Students will reason
about remainders in a deeper way than in previous grades. (Example of this shown in Lesson 26.)
Students will begin again by dividing by multiples of 10. Place value disks and charts will also be used.
Example 1: First shown with place value disks.
54 ÷ 10
5.4 ÷ 10
0.54 ÷ 10
After using place value disks,
students will use a place value
charts to show division by
multiples of 10 (10, 100, 1000).
Shown to the right ->
Example 2: When dividing by multiples of 10 we first factor the power of 10 from the divisor.
54 ÷ 90
5.4 ÷ 90
54 ÷ 900
Note: Students must be fluent with their multiplication facts to be successful with these lessons.
Example 3:
1.2 ÷ 6 = 0.2
(6 x 2 = 12, 12 ÷ 6 = 2, 1.2 = 12 tenths: 12 tenth ÷ 6 = 2 tenths)
Lesson 25: Students will use basic facts to estimate decimal quotients.
Example 1:
39.1 ÷ 17
3.91 ÷ 17
Lesson 26: Students will divide decimal dividends by two-digit divisors, estimating
quotients, reasoning about the placement of the decimal point, and making connections
to a written method.
Example 1:
904 ÷ 32
Students will use estimation and regrouping
strategies as they complete the standard algorithm.
Students
example
explore
number
will reason about remainders: This ->
provides an opportunity for students to
the idea that quotients with whole
remainders of the same digits, are not
necessarily equivalent. Finding decimal
quotients is one way to get a more precise
comparison.
Lessons 28 - 29: Measurement
word problems with multi-digit division
Students apply the skills learned in this unit to solve multi-step word problems using multi-digit
division. Problems will include unknowns representing either the group size or number of groups. It
is important for students to check the reasonableness of their solutions. Students relate
calculations to reasoning about division through a variety of strategies including place value,
properties of operations, equations, area models, and tape diagrams.
Example 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?
Example 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?
Example 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?
Example 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?
Helpful Tips:
-
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.
-
Throughout this unit there must be more emphasis placed on the understanding of
what division is, not just the algorithm steps (divide, multiply, subtract, bring down.)
Students will develop a better foundation and be more successful with applying
these concepts if they understand the skill.
- Keep practicing those multiplication facts – fluency is key!
**This site has a video providing guidance for every homework page.**

http://www.oakdale.k12.ca.us/ENY_Hmwk_Intro_Math
(Click on 5th Grade – Select the Module to match the unit – Select the lesson)
Recommended Resources
Multiplication with Array/Area Models:
http://vimeo.com/71591873
Using Graph Paper to Model 2-digit by 2-digit Multiplication
The graph paper will need to have fairly small squares in order to accommodate the large numbers that may
arise when multiplying 2-digit by 2-digit numbers. An online resource for designing graph paper can be
found at: http://www.incompetech.com/beta/plainGraphPaper/
Select “Graph Generator Lite” and enter the following parameters:
8 ½ x 11 (portrait)
Grid Line Weight: Fine
Square Size: .25 inches
Number of Squares: 30 by 40
Grid Color: Black
The illustration shows the area model
multiplying 35 x 26 on graph paper.
Partial Quotients
http://everydaymath.uchicago.edu/teaching-topics/computation/div-part-quot/
Dividing Decimals by Multiples of 10
https://s3.amazonaws.com/ck12bg.ck12.org/curriculum/101874/video.mp4
Dividing Decimals by Multiples of 100
https://s3.amazonaws.com/ck12bg.ck12.org/curriculum/101875/video.mp4
Dividing Decimals by Multiples of 100
https://s3.amazonaws.com/ck12bg.ck12.org/curriculum/101876/video.mp4
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