5 th Grade Math * Module 2 * Test Pract ice *

Please review the concepts on this test with your student. I have explained each of the concepts below for your help. Additionally, lesson homework videos are online for further support. Concept #1: Express the missing divisor using a power of 10

In this concept, students will use a place value model to demonstrate their knowledge of dividing by powers of 10. For the problem 420 ÷ 10, students draw the original number 420 out on a place value chart and then show the digits shift to the right one space (because we’re dividing by 10). In the examples in the test practice, the dividend is left blank. Using a similar number, we could write a problem of 420 ÷ ______ = 4.20. We know from the solution above that the answer is 100 (ten more than our original problem). However, the problem is asking for the answer to be written as a power of 10 so you would write 10².

Concept #2: Estimate the quotient by rounding In this concept, students will need to round to a basic math fact to quickly solve a division problem. In the example to the left, we first round 19 to 20. Then, we find a basic math fact that 402 can be rounded to. Since we know that 4 can be easily be divided by 2, we round to 400. The answer to our estimate of 400 ÷ 20 is 20. Concept #3: Generate and solve another problem with the same quotient and remainder

The best place to start in this concept is with what you do know. You know what the quotient is and you know the remainder. In this example, you know that the quotient is 7 and the remainder is 4. To set up another

division problem with the same quotient and remainder, you will start with a dividend (the number outside the bracket). You can pick almost any number. Then, you multiply that number by your quotient and add the remainder. That gives you the missing number that goes inside the bracket. For this example, we picked 8 as the outside number. When it’s multiplied by 7 and then you add 4, you get 564 as the divisor.

420  ÷ 10  =  42.0  

Concept #4: Demonstrate misunderstanding with decimal division In this concept, students need to take a division problem and solve it using decimal division to figure out why solving the problem with a remainder is different than solving using decimal division. Two examples of decimal division are provided.

Concept #5: Finding area with missing measurements

In this concept, students are given the area of a shape and need to figure out the missing measurement. In this example, the area of the shape is 144 cm². We know that area is Length x Width so: _______ x 12 cm = 144 cmƱ To solve for the missing measurement, divide 144 by 12. You will find a quotient of 12, which is your missing measurement.

Concept #6: Multi-step word problems The most important part of solving multi-step word problems is deciding what the question is asking you to do. Consider the example question below: Michael has a collection of 1,404 sports cards. He hopes to sell the collection in packs of 36 cards and make $633.75 when all the packs are sold. If each pack is priced the same, how much should Michael charge per pack? In this problem, you know that he has 1,404 packs and wants to put 36 cards in a pack. So, you can find his total number of packs by dividing 1,404 by 36. Then, we also know that he wants to make $633.75 after he sells each pack. If we figured out that he will have 39 packs, we can divide

$633.75 by 39 to figure out how much each pack needs to cost. In these problems, just complete each step individually. Identify each question and make sure you solve all of the parts.

 Name                           Date              

 

5th Grade

Module 2

Homework Test Practice

1. Express  the  missing  divisor  using  a  power  of  10.    Explain  your  reasoning  using  a  place  value  model.  

 a.  8.4  ÷  ___________  =  0.084   b.   8,450  ÷  ___________  =  8.45  

 

 

 

 

 

2. Estimate  the  quotient  by  rounding  the  expression  to  relate  to  a  one-­‐digit  fact.    Explain  your  thinking  in  the  space  below.  

 a. 217  ÷  32  ≈  ___________   b.   569  ÷  73  ≈  ___________  

 

 

 

 

 

 

 

 

 

3. Generate  and  solve  another  division  problem  with  the  same  quotient  and  remainder  as  the  two  problems  below.    Explain  your  strategy  for  creating  the  new  problem.  

 

 

 

 

 

 

 

 

 

4. Sarah  says  that  50  ÷  8  equals  56  ÷  9  because  both  are  “6  R2.”    Show  her  mistake  using  decimal  division.    You  only  need  to  divide  to  the  hundredths  place  

 

 

 

 

 

 5. A  rectangular  playground  has  an  area  of  1,036  square  meters.    If  the  width  of  the  

rectangle  is  37  meters,  find  the  length.            

 

 

 

        7  

3   9   2   8   4  

  –   2   7   3  

      1   1  

      7  

  9   7   4  

  –   6   3  

    1   1  

 

 

6. A  baker  uses  11.5  pounds  of  flour  daily.    

a. How  many  ounces  of  flour  will  he  use  in  three  weeks?    Use  words,  numbers,  or  pictures  to  explain  your  thinking.    (1  lb  =  16  oz.)  

       

 

 

b. The  baker’s  recipe  for  a  loaf  of  bread  calls  for  6  ounces  of  flour.    If  he  uses  all  of  his  flour  to  make  loaves  of  bread,  how  many  full  loaves  can  he  bake  in  three  weeks?    

             

c. The  baker  sends  all  his  bread  to  one  store.    If  he  can  pack  up  to  10  loaves  of  bread  in  a  box  for  shipping,  what  is  the  minimum  number  of  boxes  required  to  ship  all  the  loaves  baked  in  three  weeks.    Explain  your  reasoning.  

 

 

 

 

                 

 d.  The  baker  pays  $0.50  per  pound  for  sugar  and  $1.25  per  pound  for  butter.    Write  an  

expression  that  shows  how  much  the  baker  will  spend  if  he  buys  4  pounds  of  butter  and  11  pounds  of  sugar.  

 

 

 

 

 

 

 

 

e.  Chocolate  sprinkles  cost  as  much  per  pound  as  sugar.    Find   !!"  the  baker’s  total  cost  

for  100  pounds  of  chocolate  sprinkles.    Explain  the  number  of  zeros  and  the  placement  of  the  decimal  in  your  answer  using  a  place  value  chart.