Week of 1/16 5th Grade Math

Greetings Families,

With a new year, we've jumped into a new chapter! Your student is learning strategies to understand dividing by one- and two-digit numbers.
 
FRIDAY FOLDER MATH SHEETS- What you should find inside:
  1. 6.1 and 6.2 Exit Tickets with feedback (Graded in Infinite Campus)
  2. Ungraded and Unfinished Practice Sheets for additional Practice
  3. A Reteach/Enrichment Extension: If your student would like to improve their grade from a 2 to a 3, have them bring back the Reteach Sheet accurately completed. If your student would like to improve their grade from a 3 to a 4, have them accurately complete the Enrichment Extension and bring it back to me. 
The lessons we're going through address estimating quotients using compatible numbers and using area models, partial quotients, and long division to divide with and without a remainder. The vocabulary word for this chapter is inverse operations. 

•    You can help your student practice dividing whole numbers while solving real-life sharing problems! Ask your student to divide a number of items equally among several people. Ask, “How many trading cards will each of 30 people get if they share 480 trading cards equally?” Encourage your student to explain more than one strategy for finding the answer. “How is 480 ÷ 30 related to 480 ÷ 3? 48 ÷ 3?” Have your student draw an area model and explain how it can be used to divide. “How is an area model related to partial quotients?”

•    Talk about items that come in cases with separate packages and a total that is a three- or four-digit number. Have your student write the total number of items per case. Then, use division to find the number of packages per case. For example, a case of rubber balls has a total of 108 balls that come in separate packages of 18. Ask, “What is the quotient of 108 ÷ 18? How can you estimate the first number of the quotient?” Continue by asking, “Can you find the number of packages in two cases? How many packages would there be in 2 cases of rubber balls with 6 balls in each package?”  

•    Ask your student to think of a scenario where there is a three-digit number of chairs. Have your student roll a number cube to randomly generate the digits of such a number, and then generate a two-digit number of rows that will have an equal number of chairs. Then, have your student choose a strategy to divide. Have your student use estimation or multiplication to check the answer.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other contexts for dividing whole numbers, such as finding how many hours there are in a given number of minutes.

Thank you so much for partnering with me in helping them master division. Have a great time practicing!