General Information
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Test Item Specifications
Division may not exceed four digits by two digits.
No
Allowable
Sample Test Items (2)
Test Item # | Question | Difficulty | Type |
Sample Item 1 | Select all the expressions that have a value of 34.
|
N/A | MS: Multiselect |
Sample Item 2 | Which expression could be used to find the quotient of 1,575 ÷ 21?
|
N/A | MC: Multiple Choice |
Related Courses
Course Number1111 | Course Title222 |
5012070: | Grade Five Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
7712060: | Access Mathematics Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
5012065: | Grade 4 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
5012015: | Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
Related Resources
Educational Software / Tool
Name | Description |
Arithmetic Quiz | In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Formative Assessments
Name | Description |
Driving to Alaska | Students are asked to solve a division word problem with a two-digit divisor using a strategy based on place value. |
Analyzing and Applying Division | Students are asked to analyze and explain another student’s division work in terms of a partial quotients strategy and to apply this strategy to another division problem. |
Dividing Using an Area Model With Larger Divisors | Students are asked to interpret a division problem with a two-digit divisor that has been completed using an area model. If the student is successful, he or she is asked to determine the solution to a division problem with a two-digit divisor using an area model. |
Dividing Using Place Value With Larger Divisors | Students are asked to complete a division problem using place value. |
Lesson Plans
Name | Description |
Dividing for Equal Groups | This lesson is meant to help solidify division understanding before teaching the standard algorithm. Given a situational story, students will use base 10 blocks to model division in order to solve problems. It may be used for 4th or 5th grade depending on the size of the divisor. |
Make a Funny Partial Quotient Division Story | This lesson introduces students to the area model and the partial quotient model to solve division problems with 2-digit divisors. Students are asked to apply both strategies to solve funny division problems that they help create by inserting information that is left blank in the story problems. |
Evan's Family Vacation | Evan needs your help convincing his parents to rent a car for their family's vacation to Washington D.C. His parents are thinking of traveling in the family's old SUV that has no air and horrible gas mileage. Students will be asked to estimate each rental car's gas costs along with the weekly rental fee to rank the choices. In the twist, the students will be given safety information and must decide how to change their procedure with the new information. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
Which Sweets for the Bakery? | This MEA gives students the opportunity to use real world data to rank proposed product lines from most likely to be profitable to least likely to be profitable. There are two sequential tasks; the second task adds a component of complexity to the original task. Students will apply multiplication and division skills in problem solving, write a procedure with grade-appropriate organization and conventions, and participate in group collaboration to complete this task. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
The Dazzling Painting Co. | Students will read a letter from a painting company from New York who are planning to expand to Florida. They need help deciding on which paint sprayers to purchase. Students will use their understanding of rate and percentages to analyze data and make suggestions. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Patty's Party Planning | In this Model Eliciting Activity, MEA, students will help a party planner determine which party location is the best one to use. They will calculate the cost of the banquet hall rental based on the number of people, number of tables and hourly rental of the location by using division and multiplication. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
Stand Up and Cheer | This MEA asks the students to compare items to be given to fans attending a college homecoming football game. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Easy as Pie Division! | This is a hands-on lesson to show the relationship between division and multiplication. It provides a different method for solving long division that my students love. |
Getting Dry | This MEA asks the students to compare hand drying products based on: initial cost, replacement cost and absorbency. Students will provide the "top choice" to the principal of the school and explain how they arrived at the solution. In the twist, students will be asked to consider the environmental impact of the products and reevaluate their conclusions. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
Rank Our Pressure Cleaners | In this Model Eliciting Activity, MEA, students are to decide on a pressure cleaning machine that will provide the Sidewalks and Roof Cleaning Services Incorporated with the best value for their money. Students are asked to provide a "Best Value" pressure cleaner to the company owner and explain how they arrived at their solution. Model Eliciting Activities are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
Diving deeper into division | This lesson introduces students to dividing with 2 digit divisors. Students are asked to apply strategies that they learned in dividing with 1 digit divisors such as partial quotients or breaking numbers apart using the distributive property. |
What Are They Thinking? Understanding Division | This lesson uses a discovery approach to exploring the meaning of division. The students will utilize math practice standards as they analyze math solutions and explain their own solutions. Since the lesson analyzes division, it is a sound lesson to use to check student understanding before introducing efficient division algorithms. |
Wallpaper Woes Money Math: Lessons for Life | Students hear a story about a middle-school student who wants to redecorate his bedroom. They measure the classroom wall dimensions, draw a scale model, and incorporate measurements for windows and doors to determine the area that could be covered by wallpaper. Students then hear more about the student's redecorating adventure and learn about expenses, budget constraints, and tradeoffs. |
Original Student Tutorial
Name | Description |
Partying with Partial Quotients | Join Party On Productions to solve whole number division problems with remainders using the partial quotient method in this interactive tutorial. |
Problem-Solving Task
Name | Description |
Minutes and Days | This task requires division of multi-digit numbers in the context of changing units. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes. |
Tutorial
Name | Description |
Division: The importance of place value | In this video tutorial from Khan Academy, learn about the importance of place value when dividing. The tutorial uses place value up to thousands to help students think about division. |
Student Resources
Original Student Tutorial
Name | Description |
Partying with Partial Quotients: | Join Party On Productions to solve whole number division problems with remainders using the partial quotient method in this interactive tutorial. |
Educational Software / Tool
Name | Description |
Arithmetic Quiz: | In this activity, students solve arithmetic problems involving whole numbers, integers, addition, subtraction, multiplication, and division. This activity allows students to track their progress in learning how to perform arithmetic on whole numbers and integers. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet. |
Problem-Solving Task
Name | Description |
Minutes and Days: | This task requires division of multi-digit numbers in the context of changing units. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes. |
Tutorial
Name | Description |
Division: The importance of place value: | In this video tutorial from Khan Academy, learn about the importance of place value when dividing. The tutorial uses place value up to thousands to help students think about division. |
Parent Resources
Problem-Solving Task
Name | Description |
Minutes and Days: | This task requires division of multi-digit numbers in the context of changing units. In addition, the conversion problem requires two steps since 2011 minutes needs to be converted first to hours and minutes and then to days, hours, and minutes. |
Tutorial
Name | Description |
Division: The importance of place value: | In this video tutorial from Khan Academy, learn about the importance of place value when dividing. The tutorial uses place value up to thousands to help students think about division. |