Throughout the unit, have students use estimation to determine the reasonableness of
their solutions (N13).
Sessions
Indicators
(Power Indicators Bold)
N11. Perform fraction and decimal
computations and justify their solutions;
e.g., using manipulatives, diagrams,
mathematical reasoning.
I Can
We are learning to multiply
fractions.
We are looking for a visual
representation of a multiplication
problem involving fractions.
Formative
Assessments
See N11 Instructional
Activities on On-line
Curriculum documents.
I
See N
Activit
Curric
See N11 Instructional
Activities on On-line
Curriculum documents.
See N
Activit
Curric
We are looking for efficient strategies
to solve multiplication problems with
fractions.
N12. Develop and analyze algorithms for
computing with fractions and decimals, and
demonstrate fluency in their use.
1-3
Success Criteria
N13. Estimate reasonable solutions to problem
situations involving fractions and decimals;
7
12
e.g., 8 + 13
2 and 4.23 x 5.8
25.


N8. Represent multiplication and division
situations involving fractions and decimals with
models and visual representations; e.g., show
2
with pattern blocks what it means to take 2 3

1
6.
N11. Perform fraction and decimal
computations and justify their solutions;
e.g., using manipulatives, diagrams,
mathematical reasoning.
We are learning to multiply
decimals.
We are looking for efficient strategies
to solve multiplication problems with
decimals.
N12. Develop and analyze algorithms for
computing with fractions and decimals, and
demonstrate fluency in their use.
4-6
We are looking for a visual
representation of a multiplication
problem involving decimals.
N13. Estimate reasonable solutions to problem
situations involving fractions and decimals;
7
12
e.g., 8 + 13
2 and 4.23 x 5.8
25.


N8. Represent multiplication and division
situations involving fractions and decimals with
models and visual representations; e.g., show
2
with pattern blocks what it means to take 2 3

1
6.
N11. Perform fraction and decimal
computations and justify their solutions;
e.g., using manipulatives, diagrams,
mathematical reasoning.
N12. Develop and analyze algorithms for
computing with fractions and decimals, and
demonstrate fluency in their use.
7-9
N13. Estimate reasonable solutions to problem
situations involving fractions and decimals;
7
12
e.g., 8 + 13
2 and 4.23 x 5.8
25.


N10. Recognize that a quotient may be larger
than the dividend when the divisor is a
fraction; e.g., 6

1
2 = 12.
N8. Represent multiplication and division
situations involving fractions and decimals with
models and visual representations; e.g., show
2
with pattern blocks what it means to take 2 3
N11. We are learning to
divide fractions.
N11. We are looking for a visual
representation of a division problem
involving fractions.
N11. We are looking for efficient
strategies to solve division problems
with fractions.
See N
Activit
Indicators
(Power Indicators Bold)
Sessions

I Can
N13. Estimate reasonable solutions to problem
situations involving fractions and decimals;
7
12
e.g., 8 + 13

2 and 4.23 x 5.8

25.
N10. Recognize that a quotient may be larger
than the dividend when the divisor is a
1
fraction; e.g., 6
2 = 12.

N8. Represent multiplication and division
situations involving fractions and decimals with
models and visual representations; e.g., show
2
with pattern blocks what it means to take 2 3
1
6.
N11. We are learning to
divide decimals.
N11. We are looking for a visual
representation of a division problem
involving decimals.
N11. We are looking for efficient
strategies to solve division problems
with decimals.
N12. Develop and analyze algorithms for
computing with fractions and decimals, and
demonstrate fluency in their use.

Formative
Assessments
I
1
6.
N11. Perform fraction and decimal
computations and justify their solutions;
e.g., using manipulatives, diagrams,
mathematical reasoning.
10-12
Success Criteria
See N
Activit
Day 1:
Instruction - Fraction Multiplication Pictures
1. Module 4:3:1 Fraction Multiplication (page 264 & 265) problems #1-9
2. Complete Question #1 on Fraction Multiplication Using Pictures
worksheet together as a class.
Formative
Additional Practice
Extension
Homework
Students complete Questions 2-7 on Fraction Multiplication Using Pictures
worksheet
Fluency Work / Problem Solving
Name _______________________________
Date ________________
Unit 3 – Instructional Materials – Day 1 - N11
Fraction Multiplication Using Pictures
Directions: Draw a picture to help you solve each problem situation.
4
1
1. Mark has of a pizza. He gives Matt
of his part of the pizza. How much of the
5
4
whole pizza does Matt have?
5
2
of a cookie. Danny takes of Max’s cookie. How much of the whole
6
5
cookie does Danny take?
2. Max has
2
1
of the book Running Out of Time. Megan read of the amount that
3
4
Sam read. How much of the whole book did Megan read?
3. Sam read
9
2
of a mile in P. E. class. Will walked of the amount Jeff walked.
10
3
How much of a mile did Will walk?
4. Jeff walked
5.
6.
7.
Day 2:
Instruction – Fraction Multiplication Algorithm
1. Go over the homework from Day 1
2. Module 4:3:1 Fraction Multiplication problems #10-14
Formative
Fraction Diagram Formative
Additional Practice
Extension
Homework
Students complete problems #1-13 pages 269-270
Fluency Work / Problem Solving
Day 3:
Instruction – Fraction Multiplication Problem Situations
1. Go over the homework from Day 2
2. Teacher models #1, 2, & 7 and discusses the importance of the word “OF” in a
word problem using worksheet N 11 – Word Problems with Fractions
*Question 7: Use a set Model.
=>
3. Guided Practice - Questions #3 & 4
4. Shared Practice - Questions #5 – 8
5. Go over the answers to questions #5 - 8 as a whole class.
Formative
Fraction Algorithm Formative
Additional Practice
Extension
Homework
Students complete N11 - Word Problems with Fractions Homework worksheet.
Fluency Work / Problem Solving
Name:_______________________________
Date:__________________
Unit 3 – Instructional Materials – Day 3 – N11
Word Problems with Fractions
3
1
of a pizza left. If you give of the leftover pizza to your brother, how
4
3
much of a whole pizza will your brother get?
1. You have
4
of a book. Two-thirds of that reading was done at school. How much of
5
the book did she read at school?
2. Kara read
1
9
2
of the cake, leaving only . If you eat of the cake that is left,
10
10
3
how much of a whole cake will you have eaten?
3. Someone ate
2
3
of the lawn left to cut. After lunch, he cut of the grass he had left.
3
4
How much of the whole lawn did Zach cut after lunch?
4. Zach had
3
gallon of milk. One-half of this was used for dinner. How much
4
milk was used for dinner?
5. The Smiths had
6. Carrie had a rope that was
2
3
yard long. She used
1
of it. How much rope did she
2
use?
7. One-fourth of the people in the room have blue eyes. Two-thirds of the blue-eyed
people have blond hair. What part of the people in the room have blond hair and blue
eyes?
4
1
mile from work. One morning she ran of the distance to work. How
5
2
far did Tricia run?
8. Tricia lives
Unit 3 – Instructional Materials – Day 3 – N11
Word Problems with Fractions
Set Model for Question 7
Name:__________________________________
Date: _______________
Unit 3 – Instructional Materials – Day 3 – N11
Word Problems with Fractions Homework
1. For use in a parking lot during winter, the lot manager ordered
Throughout the winter,
3
of a ton of salt.
4
2
of the supply was used. How many tons of salt were used?
3
2. Mrs. Simmons has a recipe that makes 24 muffins. To make a smaller batch of
5
muffins, she decides to use of each ingredient. After mixing the ingredients, Mrs.
6
1
Simmons decides to bake only of the mixture she has prepared. How many muffins
2
will she bake?
3. On the back of this worksheet answer questions 14 and 15 on math book page 269.
Day 4:
Instruction – Decimal Multiplication Pictures
1. Module 4:4:1 Decimal Multiplication page 274, Questions #3 – 5. Use these
questions for Modeling.
2. Complete N11-Decimal Multiplication with Visual Representation Guided Practice
Worksheet.
3. Students complete the Decimal Multiplication with Visual Representation Shared
Practice Worksheet with a partner. Teacher goes over the answers with whole
class.
Formative
Fraction Word Problem Formative at beginning of class
Additional Practice
Extension
Homework
Students complete Decimal Multiplication with Visual Representation Homework
handout
Fluency Work / Problem Solving
Name_______________________________
Date__________________________
Unit 3 – Instructional Materials – Day 4 - N11
Decimal Multiplication with Visual Representation Guided Practice
0.6 x 0.90
0.7 x 0.40
0.5 x 2.7
0.3 x 1.2
0.8 x 1.8
Unit 3 – Instructional Materials – Day 4 – N11
Decimal Multiplication with Visual Representation Shared Practice
0.5 x 0.80
0.4 x 1.7
0.9 x 0.5
0.6 x 0.6
0.30 x 0.4
Unit 3 – Instructional Materials – Day 4 – N11
Decimal Multiplication with Visual Representation Homework
Day 5:
Instruction – Decimal Multiplication Algorithm
1. Teacher reviews last night’s homework Decimal Multiplication with Visual
Representation Homework handout.
2. Module 4:4:1 Decimal Multiplication page 275, Questions #6,7,8 a,b,c. Use
these questions for Modeling.
3. Guided Practice – Complete question #8 parts d,e,f.
4. Students complete Decimal Multiplication Algorithm worksheet with a partner.
5. Teacher will review this worksheet with the whole class.
Formative
Decimal Diagram Formative
Additional Practice
Extension
Homework
Students complete page 278 problems 1-10.
Fluency Work / Problem Solving
Name:________________________________________ Group:__________________
Unit 3 – Instructional Materials – Day 5 – N11
Decimal Multiplication Algorithm
Directions: Solve the following problems. Be sure to show your work.
1. 0.6 x 0.42 =
2. 0.24 x 16.2 =
3. 21 x 1.49 =
Day 6:
Instruction – Decimal Multiplication Problem Situations
1. Teacher reviews last night’s homework.
2. Model – The first two problems on the Problem Situations with Decimal
Multiplication Model/Guided practice worksheet.
3. Guided – Guide students through the two Guided problems on the Model and
Guided practice worksheet.
4. Shared – Have students work with a partner on Problem Situations with Decimal
Multiplication Shared Practice worksheet.
Formative
Decimal Algorithm Formative
Additional Practice
Extension
Homework
Complete Problem Situations with Decimal Multiplication Homework handout.
Fluency Work / Problem Solving
Name:______________________________________Group:__________________
Unit 3 – Instructional Materials – Day 6 – N11
Problem Situations with Decimal Multiplication Model/Guided Practice
(Model)
1. A dietician orders fruit for cafeteria lunches. Apples cost $0.59 per pound this
week. What is the total cost for an order of 215.8 pounds of apples?
(Guided)
2. Frank types other students’ term papers on his computer. He charges $1.75 per
page. A page with a table counts as 1.5 pages. Lilly’s term paper turned out to
be 52 pages in all, with tables on 8 of the pages. How much does Lilly owe
Frank?
(Guided)
3. A box of seeds weighs 0.9 of a pound. How many pounds would 6 boxes weigh?
Name:____________________________________Group______________________
Unit 3 – Instructional Materials – Day 6 – N11
Problem Situations with Decimal Multiplication Shared Practice
1. A recycling company recycles aluminum to a manufacturer for $1.13 per pound. If
the recycling company has 329.7 pounds to recycle, how much money will the recycling
company receive?
2. A log weighs 42.1 kilograms. How much would 0.5 of the log weigh?
3. The thickness of a sheet of plastic is 0.024 of an inch. What would be the
combined thickness of 6 sheets of plastic?
Name:____________________________________Group______________________
Unit 3 – Instructional Materials – Day 6 – N11
Problem Situations with Decimal Multiplication Homework
1. Mr. McClean’s car averages 19 miles per gallon of gasoline. How many miles would
he be able to travel with 16.5 gallons of gasoline?
2. Each box of bolts weighs 1.7 pounds. There are 24 boxes in a carton. How many
pounds would a carton of bolts weigh?
3. Leon makes $5.35 an hour. How much did Leon make last week if he worked 39.5
hours?
Day 7:
Instruction - Fraction Division Pictures
1. Pass out Fundraising handout. Have students work in groups to solve cheese
pizzas section. Have students either show their solutions to the class using
either an overhead or chart paper.
2. Once students have worked through the problems, facilitate a discussion about
the relationship the number of pizzas and the fractional amount of cheese.
3. Next, have students work in groups to solve the coffee house section. Each
student should solve the problems on their own paper.
Formative
Give Decimal Word Problem Formative at beginning of class
Additional Practice
Extension
Homework
Frozen Juice Pop
Fluency Work / Problem Solving
Name ______________________ Section ________ Date _______
Unit 3 – Instructional Materials – Day 7 – N11 – Fundraising
Directions: In preparing food for sale at a school fund-raising event, several students
faced questions that involved fractions. Answer the questions and give written
explanations or diagrams that show your reasoning.
Cheese Pizzas:
Naylah plans to make small cheese pizzas to sell at the fund-raiser. She has 9
packages of cheddar cheese.
1
1. How many pizzas can she make if each pizza uses 3 package of cheese?
1
2. How many pizzas can she make if each pizza uses 6 package of cheese?
1
3. How many pizzas can she make if each pizza uses 4 package of cheese?
3
4. How many pizzas can she make if each pizza uses 4 package of cheese?
Unit 3 – Instructional Materials – Day 7 - N11 - Fundraising continued
Coffee House:
A local coffee house donated twelve pounds of fresh-roasted gourmet coffee. The
students running the fundraiser decided to sell the coffee in small bags.
1. How many bags can be made if each contains
2. How many bags can be made if each contains
3. How many bags can be made if each contains
4. How many bags can be made if each contains
1
5
3
5
1
8
5
8
pound?
pound?
pound?
pound?
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 7 - N11
Frozen Juice Pop Homework
Directions: Using the handout Frozen Juice Pops solve the following problem.
1. There are 10 students in your group. You want to share a treat with them on your
birthday. How would you make sure each person gets an equal share of the Frozen
Juice Pops? Explain your answer using the diagram on the back of this sheet.
2. Mrs. Perez says, “To be fair, all 27 students need to get a treat!” How many Frozen
Juice Pops will you need to buy so everybody in class gets an equal share of a Frozen
Juice Pop? Show your work.
Attachment E
Frozen Juice Pops
Day 8:
Instruction - Fraction Division Pictures
1. Review Day One’s homework.
2. Module 5.6.1: p. 365: whole page. Complete Module 5, Labsheet 6B (p. 169).
3. Pass out Fraction Division handout #1– page 1 (1-5). Have students solve #1
independently.
4. #2 - #3: Model
5. #4: Guided
6. #5: Shared
Formative
Additional Practice
Extension
Homework
Desserts Handout
Fluency Work / Problem Solving
Unit 3 – Instructional Materials – Day 8 - N11 – Fraction Division #1
Unit 3 – Instructional Materials – Day 8 – N11 - Fraction Division #1
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 8 - N11 – Desserts Homework
Directions: Answer the questions and give written explanations or diagrams that show
your reasoning.
1. Josh loves smoothies. For each smoothie, he needs
a container with 5
1
cup of bananas. He has
2
1
cups of bananas. How many smoothies can he make?
2
2. Maya loves to eat key lime pies. She has one jar of lime juice that has 3 cups of
juice in it. Each pie calls for
3
cup of lime juice. How many pies can I make?
4
Day 9:
Instruction - Fraction Division: Interpreting the Remainder
1. Review Day Two homework.
2. Pass out Interpreting the Remainder handout. Model #1, guided for #2, shared
for #3 and #4, independent for #5. The goal is that students have to determine
what to do in whole number situations where there are leftovers. This is to set up
their understanding of how to deal with fractional leftovers.
3. Notes for #1 Show 68 put into groups of 8. There would be 8 full groups with 4
clocks left to fill 8 spaces. 4 out of 8 equals one half.
4. Pass out Fraction Division #2 handout.
5. Have them work independently on #6 as a review.
6. Model #7 because this is the first fraction division problem that has leftovers.
7. #8 – guided
8. #9 – model – first problem of fraction divided by a fraction
9. #10 – model – first problem of fraction divided by a fraction – with leftovers.
Formative
Give G6 – Math – Unit 3– N11 – Common Formative - Running
Additional Practice
Extension
Homework
Dog Food Handout
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 9 - N11
Interpreting the Remainder
Directions: Answer the questions and give written explanations or diagrams that show
your reasoning.
1) 68 clocks need to be packed into cases. Each case holds 8 clocks. How many
cases do I need?
2) Mr. Schwarber has 237 parts to pack. He will pack 25 parts in each box. How
many boxes will he need?
3) 40 candy bars are packed in a case. How many cases would be needed to pack
185 candy bars?
4) Miss Bell is having a party at which she will serve lunch. Five people can sit at
each table, and she has 94 people coming to the party. How many tables does
she need?
5) Four Oreo cookie pies from Dairy Queen are placed in a box. How many boxes
are needed to package 27 pies?
Unit 3 – Instructional Materials – Day 9 - N11 – Fraction Division #2
Unit 3 – Instructional Materials – Day 9 - N11 – Fraction Division #2
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 9 - N11 – Dog Food Homework
Directions: Model the following problem using a picture or diagram. Then, write a
number sentence and show how to solve the problem.
Becca works for the Humane Society and had to buy food for the dogs. She bought 5
pounds of dog food. She feeds each dog about one-third of a pound of food. How
many dogs can she feed?
Picture/Diagram:
Write a number sentence and show how to solve the problem:
1
2
Day 10:
Instruction - Fraction Division Algorithm
1. Pass out Entrance Slip; Review
2. Review Dog Food homework from Day 3.
3. Pass out Dividing a Fraction by a Fraction handout. Have students work with a
partner or with their table group to solve the problems on the handout (shared
practice).
4. Module 5.6.2. In the book: pp. 368 – 368. Review using the algorithm to solve
problems. You may also want to show them the alternate algorithm that students
may have discovered during the previous lessons.
Formative
Additional Practice
Extension
Homework
Number Sentences handout.
Fluency Work / Problem Solving
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 10 - N11 – Entrance Slip
When you are dividing by a fraction, how do you handle remainders? Use an example
to show your thinking.
Name_______________________________
Date__________________________
Unit 3 – Instructional Materials – Day 10 – N11
Dividing a Fraction by a Fraction
Directions: Model each situation using squares; write the number sentence for each.
1. I have one half of a square and I want to divide it by one eighth. How many pieces
would I have?
2. I have five halves of a square and I want to divide it by one fourth. How many pieces
would I have?
3. I have two thirds of a square and I want to divide it by one half. How many pieces
would I have?
4. I have one half of a square and I want to divide it by three fourths. How many pieces
would I have?
Unit 3 – Instructional Materials – Day 10 – N11
Dividing a Fraction by a Fraction Answer Key
Name_______________________________
Date__________________________
1. I have one half of a square and I want to divide it by one eighth. How many pieces
1 1
  4 ; I have 4 pieces that are one eighth of the square.
would I have? 4 ;
2 8
2. I have five halves of a square and I want to divide it by one fourth. How many pieces
5 1
would I have? 10 ;   10 ; I have 10 piece of size one fourth of a square.
2 4
3. I have two thirds of a square and I want to divide it by one half. How many pieces
4
2 1 4
would I have? ;   : I have four thirds of the size one half of a square.
3
3 2 3
4. I have one half of a square and I want to divide it by three fourths. How many pieces
2 1 3 2
would I have? ;   ; I have two thirds of the size three fourths of a square.
3 2 4 3
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 10 - N11
Number Sentences Homework
Solve the following problems.
1.
3 1

4 2
2.
5 1

3 3
3.
1 4

2 5
Name: _______________________________
Section: ________
Date: _______
Unit 3 – Instructional Materials – Day 10 - N11
Number Sentences Homework Scoring Guided
Day 11:
Instruction - Decimal Division Whole Numbers and Pictures
1. Review G6 – Math –Unit 2– N11 – Homework – Number Sentences
2. Teacher begins by showing the students an example of what it means to divide.
Demonstrate using pictures, as in the examples below.
Example: I have 20 pieces of candy and I have 5 goodie bags. If I want
equal bags, how many pieces of candy will be in each bag?
****
****
****
****
****
Example: If I have 20 pieces of candy and I want 4 pieces of candy in each
bag, how many goodie bags will I have? (Student should circle four pieces,
etc… to get an answer of 5).
**********
**********
3. MODEL
o Partial Quotient method (Forgiving Method) or traditional method to solve
whole number division problems. Model both ways with the example
below:
o Example: 1236 ÷ 12
4. SHARED
o Students work the teacher to solve the following:
1257 ÷ 46 (this will have a remainder)
5. GUIDED and INDEPENDENT
o Worksheet: Whole Number Division Practice
o Guided - #1 & 2
Formative
Give G6 – Math – Unit 2– N11 – Common Formative – Cookies at the beginning of
class
Homework
Finish Whole Number Division Practice worksheet
Name _____________________________
Date ___________________
Unit 3 – Instructional Materials – Day 11 - N11
Whole Number Division Practice
Directions: To help you prepare for dividing with decimals, you need to make sure you have a solid
understanding of how to divide with whole numbers. Solve the following division problems using a
method you are comfortable with. Make sure to show all of your work. Check your answers with a
calculator.
Day 12:
Instruction - Decimal Division Estimating
1. Go over last night’s homework
2. Teacher models how to solve a division of decimals problem using estimation to
check the reasonableness of the quotient.
3. Use worksheet titled “Is it Reasonable?”
4. Model first two questions; have students do the next two questions as shared;
have students do the next two question for guided.
5. The remainder of the worksheet should be done for homework.
6. Teacher models how to solve a decimal divided by a decimal. Use worksheet
titled “Estimating Decimal Quotients”. Model #1. Shared for #2. Guided with a
partner #3-5.
Formative
Additional Practice
Extension
Homework
Students complete Decimal Estimation Word Problems Homework
Fluency Work / Problem Solving
Unit 3 – Instructional Materials – Day 12 - N11 – Is It Reasonable?
Unit 3 – Instructional Materials – Day 12 - N11 – Is It Reasonable?
Unit 3 – Instructional Materials – Day 12 - N11 – Estimating Decimal Quotients
Name ___________________________
Date ________________
Unit 3 – Instructional Materials – Day 12 - N11 Decimal Estimation Word Problems Homework
1.
2.
Day 13:
Instruction - Decimal Division Diagrams
1. Go over last night’s homework
2. Use handout: G6 – Math – Unit 2 – N11 – Instructional Materials – Decimal
Division Diagrams to show students how to divide decimals using hundredths
grids. Use gradual release.
3. Teacher reminds the students that fractions and decimals are equivalent
forms of each other (ex: ¼ is equal to 0.25). They need to use that
knowledge to figure out how they are going to use pictures to solve the
following questions.
4. Students work in groups/with partner to complete Decimal Divided by a
Decimal Using Pictures Worksheet 1
Formative
Give Common Formative –N11- Dividing Decimals with Picture
Additional Practice
Extension
Homework
Complete Decimal Divided by a Decimal Using Pictures Homework
Fluency Work / Problem Solving
NAME____________________________________ Date__________________
Unit 3 – Instructional Materials – Day 13 - N11 – Decimal Division Diagrams
Use the grids below to divide the following decimals.
1 divided by 0.2 =
1.5 divided by 0.5 =
2.4 divided by 0.2 =
0.6 divided by 0.15 =
0.8 divided by 0.4 =
Unit 3 – Instructional Materials – Day 13 - N11 - Decimal Divided by a Decimal Using Pictures Worksheet 1
Name_____________________________________________ Group______________
Unit 3 - Instructional Materials - Day 13 - N11 –
Decimal Divided by a Decimal Using Pictures Homework
Directions: Draw a picture or use mathematical language to show how to divide the
following decimals.
1.5 divided by 0.25
3.5 divided by 0.5
3.6 divided by 0.2
10 divided by 2.5
Day 14:
Instruction - Decimal Division Algorithm
1. Go over last night’s homework
2. With a partner students will complete the Decimal Division Word Problems
worksheet. Go over answers as a class.
3. Textbook -Module 3 –Section 6 - Exploration 2 (pg. 221-223)
Formative
Common Formative – N11 – Dividing Decimals Word Problem
Additional Practice
Extension
Homework
Complete Decimal Division Word Problems Homework and problems assigned by the
teacher from the book
Fluency Work / Problem Solving
Unit 3 – Instructional Materials – Day 14 – N11 –
Decimal Division Word Problems
Name:__________________________
Date:_________________
Unit 3 – Instructional Materials – Day 14 - N11 –
Decimal Division Word Problems Homework
Solve each problem and show your work.
1. Kristen needs a 13.68 meter long piece of lace to use as trim around the edge of
a square tablecloth. How long is each side of the tablecloth?
2. Andrew has 3 days to drive 367.8 miles to Jackson. If he wants to drive the
same distance each day, how many miles a day should he drive?
3. Melissa bought 5 pounds of peanuts for $4.25. How much is one pound of
peanuts?
4. A carpenter has a piece of wood that is 210.7 cm long. How many 8.6 cm long
pieces of wood can be cut from the wood?
Unit 3 Additional Practice
1. Why does Miss Griffin point her finger at you when
you are solving a division problem using the reciprocal?
______________________________________________
______________________________________________
Sung to “The Old Grey Mare”
Denominator times whole number then add the
numerator,
Then add the numerator, then add the numerator
Mixed numbers to improper fraction
Keep the denominator the same
Example:
3 ¼ = 4 x 3 + 1 = 13 and keep the denominator the same
so…13/4
2. Amanda worked at a pet store making $8.50 an hour.
She worked for 7.5 hours. How much money has Amanda
earned from working?
3. Taylor has 3 and 1/3 yards of ribbon that she wants to
cut into 1/5. How many 1/5 yards lengths of ribbon
Taylor will have.
8. Erick has 12 books and wants to give 1/3 of his books
to Becca. How many books will Becca have? What is the
number sentence?
How many books _____
Number sentence _________________
9. What is ¾ of 24?
1,000?
10. What is 7/10 x
11. Mark has 3/5 of a pizza. He gives Matt 1/3 of his part
of his pizza. How much of the whole pizza does Matt
have? Please draw a picture (vertical then horizontal!)
12. Mathematically, what does product mean?
13. Mathematically, what does quotient mean?
14. Mathematically, what does sum mean?
15. Mathematically, what does difference mean?
Name: _____________________ Rotation ___________
Date ______________
G6 – Math – Unit 3
7.
The product of 0.6 and 1.3 is shown on the grid.
(1 point)
(N11)
0.6
1.3
Based on the grid, what is the product of 0.6 and 1.3?
A. 0.78
B. 0.88
C. 7.8
D. 8.8
8.
3
1
Cierra has 4 8 meters of yarn that she wants to cut into 2 meter lengths. How
1
many 2 meter lengths of yarn will Cierra have?
(N11) (1 Point)
A. 5
B. 8
C. 9
D. 10
9.
Ricardo buys 2.8 ounces of salami to make sandwiches. Each sandwich uses
0.4 ounce of salami. How many sandwiches can he make?
(N11) (1 Point)
A. 1.12
B. 4.4
C. 3.2
D. 7
10.
Solve the following problem:
(1 Point)
1
3
A.
B.
C.
D.
11.
÷
(N11)
1
2
2
3
2
6
2
5
3
4
3
1
One pan of brownies was 4 full. Mrs. Smith bought 2 of what was in the pan.
What fraction of a full pan of brownies did Mrs. Smith buy?
(N11) (1 Point)
A.
B.
C.
D.
3
8
5
4
4
8
4
6
12.
Mrs. Quinn buys 11.6 pounds of hamburger for a cookout. How many quarterpound (0.4) burgers can she make?
(N11) (1 Point)
A. 4.64
B. 29
C. 12
D. 11.2
13.
Olivia babysits for $4.50 an hour. If her last babysitting job lasted for 6.5 hours,
how much money did she earn?
(N11) (1 Point)
A. $0.70
B. $29.25
C. $11.00
D. $2.00