All Common Core: 5th Grade Math Resources
Example Questions
Example Question #1 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Example Question #1 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Divide:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent
Because we are dividing by
, we need to split up our
into groups of
As you can see, we have groups. Thus the answer is
.
Example Question #2 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Divide:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent
Because we are dividing by
, we need to split up our
into groups of
We can see that we have 2 groups of 2, thus the answer is 2.
Example Question #671 : Number & Operations In Base Ten
Divide:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent .2
Because we are dividing .2 by .2, we need to split up our .2 into groups of .2:
We can see that we have 1 group, thus our answer is 1.
Example Question #4 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Divide:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent
Because we are dividing by
, we need to split up our
into groups of
:
As you can see, we have groups; thus,
Example Question #5 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Divide:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent
Because we are dividing by
, we need to split up our
into groups of
:
As you can see, we have groups; thus,
Example Question #6 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
Solve the following:
We can use base ten blocks to help us solve this problem. First, we want to use base ten blocks to represent
Because we are dividing by
, we need to split up our
into groups of
As you can see, we have groups; thus,
Example Question #7 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
The problem that you are challenged to solve is .
is the dividend, this is what is being broken up into groups.
is our divisor which is the number of groups you are making. We need to split
in half to see how many are in each group.
The first step is to place your decimal above your equation in the same place. It will line up with the decimal inside of your "long-division house".
Next, we need to use or multiplication facts to determine what can be multiplied by to make
or get close to it without going over.
is the fact that works best (
is too large). We will place the numeral
directly above the
in the ones place to indicate that
groups of
fit into the
. We will put the product of
which was
underneath the
in the ones place and subtract the difference. The numbers above the "house" are our quotient or answer to the division problem.
Next, we will carry the in the tenths place down and put it next to the
. We will work with the numbers as if they were
when thinking of multiplication facts, but it should be noted this is actually
when you consider the decimal placement.
so we place the
above the "house" in the tenths place of our quotient and subtract the
. We are left with
remaining so there is no remainder.
Our final answer is , which means that half of
is
Example Question #8 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
The problem that you are challenged to solve is .
is the dividend, this is what is being broken up into groups.
is our divisor which is the number of groups you are making. We need to split
in thirds to see how many are in each group.
The first step is to place your decimal above your equation in the same place. It will line up with the decimal inside of your "long-division house".
Next, we need to use or multiplication facts to determine what can be multiplied by to make
or get close to it without going over.
is the fact that works best (
is too large). We will place the numeral
directly above the
in the ones place to indicate that
groups of
fit into the
. We will put the product of
which was
underneath the
and subtract the difference. The numbers above the "house" are our quotient or answer to the division problem.
Next, we will carry the in the tenths place down and put it next to the
. We will work with the numbers as if they were
when thinking of multiplication facts, but it should be noted this is actually
when you consider the decimal placement.
so we place the
above the "house" in the tenths place of our quotient and subtract the
. We are left with
remaining.
Finally, we carry down the from the hundredths place and place it next to the
giving us
(or
for the purpose of our multiplication facts.)
so we place the
above the
in the hundredths place on top of our "house" and subtract the
leaving us with a remainder of
.
Our final answer is
Example Question #9 : Add, Subtract, Multiply, And Divide Decimals To Hundredths: Ccss.Math.Content.5.Nbt.B.7
The problem that you are challenged to solve is .
is the dividend, this is what is being broken up into groups.
is our divisor which is the number of groups you are making. We need to split
in quarters to see how many are in each group.
The first step is to place your decimal above your equation in the same place. It will line up with the decimal inside of your "long-division house".
Next, we need to use or multiplication facts to determine what can be multiplied by to make
or get close to it without going over.
is the fact that works best. We will place the numeral
directly above the
in the ones place to indicate that
groups of
fit into the
. We will put the product of
which was
underneath the
and subtract the difference. The numbers above the "house" are our quotient or answer to the division problem.
Next, we will carry the in the tenths place down and put it next to the
.
so we place the
above the "house" in the tenths place of our quotient and subtract the
. We are left with
remaining.
Finally, we carry down the from the hundredths place and place it next to the
.
so we place the
above the
in the hundredths place on top of our "house" and subtract the
leaving us with a remainder of
.
Our final answer is
All Common Core: 5th Grade Math Resources
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