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Tony Clarke

Dividing Decimals with Partial Quotients➗

Grades: 5th Grade, 7th Grade, 6th Grade
Subjects: Math
Standards: Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129) (ACMNA.6.2.5.), Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) (ACMNA.6.1.2.)

Student Instructions

seesaw Let's Get Started! 🚀 Task: Solve the problem 9.6÷3 using the partial quotients method. Instruction: Use the drawing tool to show your steps on the template provided. Everyday Math Problems 🛒 Task: You have a 12.5-meter roll of ribbon. You need to cut it into 2.5-meter pieces to decorate gifts. How many pieces can you make? Instruction: First, show how you would set up the problem. Then, use the partial quotients method to solve it. Use the text or drawing tool to show your work. Practical Tip: Remind students they can multiply both the divisor and the dividend by 10 to make the divisor a whole number (e.g., 125÷25). This is a key step for success with decimal divisors. "Real-Life" Division 💸 Task: You and two friends want to split the cost of a new video game that costs $49.50. How much does each person have to pay? Instruction: Use the drawing tool to show how you would divide the cost. Make sure your partial quotients add up to the correct answer. You can use the voice recording feature to explain your steps. Show What You Know! ✅ Task: Choose one of the problems you've solved in this activity. Use the microphone tool to explain to me how you used the partial quotients method. Be sure to use the words dividend, divisor, and quotient in your explanation. Instruction: Once you've recorded your explanation, tap the green checkmark to submit your work.

Teacher Notes (not visible to students)

Teacher Instructions: Assign this activity to your Year 6 students. The activity is designed to be completed in two parts: a "hands-on" section with a template and a reflection section.RThen an assessment (muti-choice) section to see if crucial language has been understood and the skill of breaking down larger numbers into smaller ones. Encourage students to use the drawing tools to show their work on the template. Remind students to use the microphone tool to explain their thinking in the final task.

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