Dividing by a hundreds number

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The students learn to divide a hundreds number.

CCSS.Math.Content.5.NBT.B.5

Students will be able to divide a hundreds number.

The students solve the division problems.

Explain that with division problems with a 0 you first make a helping problem. You do this by taking away the 0. So 400 ÷ 8 becomes 40 ÷ 8. Then you look in the table of 8 for the outcome. 40 ÷ 8 = 5. Next you put the 0 back at the end of the answer, so 400 ÷ 8 = 50. Have the students solve the next three division problems. In a problem with multiple zeros, you make the helping problem by taking the 0 away from both numbers. So 800 ÷ 40 becomes 80 ÷ 4. Now you look in the table of 4 for the answer. 80 ÷ 4 = 20. Emphasize that the answer is the same as 800 ÷ 40, because you took a 0 away from both numbers. Have the students solve the following three division problems. Show the story problem and explain that you first take the problem out of the story (600 ÷ 5). Next you take the 0 away (60 ÷ 5) and look in the table of 5. Then you put the 0 back at the end of the answer. Then 12 becomes 120. Have the students solve the next two story problems.

Check whether the students can divide a hundreds number by asking the following question:

- How do you solve 300 ÷ 60 in steps?

The students test their understanding of dividing a hundreds number through ten exercises. For some of the exercises the students must choose between possible answers to a division problem, and for others they must provide the answer on their own. Some of the exercises are story problems.

Discuss once again the importance of being able to divide a hundreds number. As a closing activity you can have the students work in pairs to solve the two problems.

Have students that have difficulty dividing a hundreds number first practice with division problems with numbers less than 100. Allow them to use the division tables for this. Next they can practice taking away and putting back the 0.

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