Lesson 19: I can divide two and
three digit dividends by multiples of
10 with single digit quotients and
make connections to a written
method.
5th Grade Module 2 – Lesson 19
Estimate and Divide
908 ÷ 28
900 ÷ 30
30
5th Grade Module 2 – Lesson 19
Name the
Say the divisor
Estimateofthe
multiple
30
rounded to the
value…
that’s
closest to
nearest ten…
900…
Estimate and Divide
152 ÷ 33
150 ÷ 30
5
5th Grade Module 2 – Lesson 19
Name the
Say the divisor
multiple
Estimateofthe
30
rounded to the
that’s
value…
closest to
nearest ten…
152…
Estimate and Divide
398 ÷ 98
400 ÷ 100
4
5th Grade Module 2 – Lesson 19
Name the
Say the divisor
multiple
Estimate
ofthe
100
rounded to the
that’s
value…
closest to
nearest ten…
398…
Estimate and Divide
7,272 ÷ 81
7,200 ÷ 80
90
5th Grade Module 2 – Lesson 19
Name the
Say the divisor
multiple
Estimateofthe
80
rounded to the
that’s
value…
closest to
nearest ten…
7,272…
Application Problem
At the Highland Falls pumpkin
growing contest, the prize winning
pumpkin contains 360 seeds. The
proud farmer plans to sell his
seeds in packs of 12. How many
packs can he make using all the
seeds?
Solution on next slide…
5th Grade Module 2 – Lesson 19
Solution
Think of
360 as 36
tens…
360 ÷ 12 =
(36 ÷ 12) x 10 =
3 x 10 =
30 packets
5th Grade Module 2 – Lesson 18
Concept Development
70 ÷ 30
What’s the whole (or
dividend) in this problem?
What’s the divisor?
Precise
Answer:
2 R10
70
30
70 ÷ 30
≈ 60 ÷ 30
2
5th Grade Module 2 – Lesson 18
Check:
30 x 2 = 60
We are 10 off from
70!
10 is the remainder!
Concept Development
430 ÷ 60
What’s the whole (or
dividend) in this problem?
430
What’s the divisor?
60
Precise
Answer:
7 R10
430 ÷ 60
≈ 420 ÷ 60
≈7
7 groups of 60
5th Grade Module 2 – Lesson 19
Check:
60 x 7 = 420
We are 10 off from
430!
10 is the remainder!
Let’s Try That One Again Using the
Standard Algorithm!
430 ÷ 60 =
Why is the 7
placed above
the zero?
7 R 10
60 430
-420
10
Check:
60 x 7 = 420
(add the remainder!)
420 + 10 = 430
5th Grade Module 2 – Lesson 19
572 ÷ 90
Work independently to estimate the quotient.
Check your work with your partner.
Solution (use ink tools):
5th Grade Module 2 – Lesson 18
Get Ready to Complete the
Problem Set on Your Own!
Complete Pages 2.F.8 & 2.F.9
You will have 15 minutes to work.
Try your Best!
5th Grade Module 2 – Lesson 18
• Did anyone notice something different? Does it always make
sense to use the standard algorithm?
• In problem 2, what was Terry’s mistake? If you had to estimate
the quotient, what would you have done? What could he do to
correct his mistake without erasing his work so far?
• What if Terry had estimated too large a quotient? What should
he do?
• How was solving Problem 3 different from solving all the others?
• What did all our divisors have in common today? Did this make
estimation easier?
5th Grade Module 2 – Lesson 18
EXIT
TICKET
Page 2.F.10
5th Grade Module 2 – Lesson 18