Module 2 Parent Newsletters

Module 2 Newsletters
Grade 5, Module 2, Topic A
5th Grade Math
Focus Area Topic A
Module 2: Multi-Digit Whole Number and Decimal Fraction Operations
Math Parent Letter

This document is created to give parents and students a better
understanding of the math concepts found in Eureka Math (
2013 Common Core, Inc.) that is also posted as the Engage New
York material which is taught in the classroom. Grade 5 Module 2
of Eureka Math ( Engage New York) covers Multi-Digit Whole
Number and Decimal Fraction Operations. This newsletter will
discuss Module 2, Topic A.
Find the product. Show your thinking

6 x 70
80 x 50
= 6 x 7 x 10
= (8 x 10) x (5 x 10)
= 42 x 10
= (8 x 5) x (10 x 10)
= 420
= 40 x 100
= 4,000
Topic A. Mental Strategies for Multi-Digit Whole Number

Multiplication
Words to know
Product
Associative Property
Commutative Property
Distributive Property
Commutative Property The word "commutative" comes

from "commute" or "move around", so the Commutative
Property is the one that refers to moving stuff around.
Example: 2 x 3 = 3 x 2
Associative Property - The word "associative" comes from
"associate" or "group"; the Associative Property is the rule
that refers to grouping. Example: 5 x 7 x 2 = (5 x 2) x 7
Distributive Property - The Distributive Property is easy to
remember, if you recall that "multiplication distributes over
addition". Example: 43 x 6 = (40 x 6) + (3 x 6)
Symbol for meaning about -
When multiplying whole numbers by multiples of 10 you
cannot always count zeros in the factors and end up with
the correct product.
5,000 x 60
30,000
(3 zeros) (1 zero) (4 zeros)
Distributive
Property
Estimate
Factor
Equation
Things to Remember:
542 x 3
= (500 x 3) + (40 x 3) + (2 x 3)
= 1,500 + 120 + 6
= 1,626
Associative
Property
5,000
x 60
= 5 x 1,000 x 6 x 10
= (5 x 6) x (1,000 x 10)
= 30 x 10,000 = 300,000
OBJECTIVES OF TOPIC A
Multiply multi-digit whole numbers and multiples of 10

using place value patterns and the distributive and
associative properties.
Estimate multi-digit products by rounding factors to a

basic fact and using place value patterns.
Round the factors to estimate the products.

867 x 46 900 x 50
7,231 x 25 7,000 x 30
= 45,000
= 210,000
Determine if these equations are true or false. Defend your

answer using your knowledge of place value and the
commutative, associative and/or distributive property.
850 x 6 x 10
85 x 6 x 100 -- these equations are TRUE
(85 x 10) x 6 x 10
85 x 6 x (10 x 10)
85 x 6 x 10 x 10
85 x 6 x 10 x 10
77 x 30 x 10
(77 x 10) x 30 =
770 x 30
770 x 3 -- these equations are FALSE

770 x 3
770 x 3
Example Problems and Answers

Laura wants to buy a new car. If the car payment each month is $367 for 5 years, about how much will the car cost her after the five
year?
$367 is about $400 --- there are 12 months in a year
$400 x 12
= (4 x 100) x 12
= (4 x 12) x 100
= 48 x 100
= 4,800
For 5 years --- $4,800 x 5
= (48 x 100) x 5
= 48 x 5 x 100
= (40 x 5) + (8 x 5) x 100
= (200 + 40) x 100
= 240 x 100
= 24,000
The car will cost her about $24,000.
Tickets to a baseball game are $23 for an adult and $12 for a student. If 37 adult tickets and 325 student tickets were bought, about
how much money would it cost for everyone to attend the baseball game?
$23 x 37 adults $20 x 40 = $800
$12 x 325 children $10 x 300 = $3,000
$800 + $3,000 = $3,800
OR
$12 x 300
= 12 x (3 x 100)
= (12 x 3) x 100
= 36 x 100
= 3,600
$800 + $3,600 = $4,200
It will cost about $3,800 for everyone to attend the game. Or It will cost about $4,200 for everyone to attend the game.
MATH NEWS
Grade 5, Module 2, Topic B
5th Grade Math
Focus Area Topic B
Math Parent Letter

2013 Common Core, Inc.) that is also posted as the Engage
New York material which is taught in the classroom. Grade
5 Module 2 of Eureka Math ( Engage New York) covers MultiDigit Whole Number and Decimal Fraction Operations. This
newsletter will discuss Module 2, Topic B.
Topic B. The Standard Algorithm for Multi-Digit Whole
Number Multiplication
Words to Know
Area Model
Standard Algorithm
Numerical Expression
Estimate
Product
Factor
Decompose
Things to Remember!!!
Standard Algorithm
Step-by-step procedure to solve a problem
Symbol for about
Product
The answer when two or more numbers are multiplied together.
7 x 3 = 21
Factor
Factor Product
OBJECTIVES OF TOPIC B
Connect visual models and the distributive property to

partial products of the standard algorithm without
renaming.
Fluently multiply multi-digit whole numbers using the

standard algorithm to solve multi-step word problems.
Draw using area model and then solve using the standard
algorithm. Use arrows to match the partial products from the
area model to the partial products of the algorithm.
To find the answer to this problem, first we represent units of 432.
Decompose 432 to make finding the partial product easier.
400 + 30 + 2
How many four hundred thirty-twos are we counting? (24)
Decompose 24 ( 20 + 4)
Multiply:
What is the product of 4 and 2? 8
What is the product of 4 and 30? 120
Continue recording the product in the area model.
Now add each row of partial products.
Solve using the standard algorithm. Compare the partial products
in the area model to the partial products in the algorithm.
1
400 + 30 + 2
4
1600
120
432
x 24
=1,728
1728
+8 6 4 0
1 0,3 6 8
Numerical Expression
A mathematical phrase involving only numbers and one or

more operational symbol
Example: 11 x (6+13)
Problem 1: 432 x 24
Connect area diagrams and the distributive property to

partial products of the standard algorithm with and
without renaming.
Fluently multiply multi-digit whole numbers using the
standard algorithm to solve multi-step word problems
and using estimation to check for reasonableness of the
product.
20
8000
600
40
=8,640
What are 24 groups of 432? 10,368
Problem 2: 532 x 283

Estimate the product. Solve using standard algorithm. Use
your estimate to check the reasonableness of the product.
To estimate the product round each factor.
532
closer to 5 hundreds than 6 hundreds on the number line
283
closer to 3 hundreds than 2 hundreds on the number line
Multiply the rounded factors to estimate the product.
Multiply the
rounded
factors to
estimate the
product.
532 x 283
500 x 300
= 150,000
532
x283
1 1
1596
42560
+1 0 6 4 0 0
1 5 0,5 5 6
1
Problems and Answers

The Grand Theatre purchased 257 new theatre seats for their auditorium at $129 each. Whats the total cost of the new theatre seats?
To find the answer to
this problem, first we
draw an area model.
We represent the
number of seats in the
area model by
decomposing 257 to
make finding the
partial
product easier.
5,
Next, decompose 129
which is the cost of
each seat. Record the
products.
200
9
1,800
50
+ 7
450
63
257
x129
= 2,313
+
20
4,000
1,000
140
20,000
5,000
700
2313
1 5 1 4 0
+2 5 7 0 0
3 3,1 5 3
= 5,140
+
100
= 25,700
The total cost of the theatre seats is $33,153.
Peter has collected 15 boxes of football cards. Each box has 312 cards in it. Peter estimates he has about 6,000 cards, so he buys 10
albums that hold 600 cards each.
A. Did Peter purchase too many, not enough, or just the right amount of albums to hold his football cards?
Explain your answer?
Step 1: To solve this problem, first estimate the number of cards in each box. 312 closer to 300 than 400
Multiply the number of boxes times estimated number of cards in each box.
Note: You may round 15 to 20 and then multiply 300 x
20 which equals 6,000. Therefore you could say that Peter
has about 6,000 cards. Since both factors were rounded up,
the actual number of cards is less than 6,000.
312 x 15
300 x 15
= (3 x 100) x 15
= (3 x 15) x 100
= 45 x 100
= 4500
Peter has about 4,500 cards.
Step 2: Find the total number of cards the 10 albums hold altogether.
600 x 10 = 6,000
The 10 albums can hold 6,000 cards.
Step 3: Peter purchased too many albums to hold his football cards. He has about 4,500 cards and ten albums would hold 6,000 cards.
(Explanation could be justified by statement written in the note above.)
B. How many cards does Peter have? Use the standard algorithm to solve the problem.
1
312
x 15
1560
+ 3120
4,6 8 0 Peter has a total of 4,680 cards.
C.
How many albums will he need for all his cards?

1 album
600 cards
2 albums
1,200 cards
3 albums
1,800 cards
Peter will need 8 albums for all his cards.
4 albums
2,400 cards
5 albums
3,000 cards
6 albums
3,600 cards
7 albums
4,200 cards
8 albums
4,800 cards
MATH NEWS
Grade 5, Module 2, Topic C
5th Grade Math
Focus Area Topic C
Math Parent Letter

2013 Common Core, Inc.) that is also posted as the Engage New
York material which is taught in the classroom. Grade 5 Module 2
of Eureka Math ( Engage New York) covers Multi-Digit Whole
Number and Decimal Fraction Operations. This newsletter will
address decimal multi-digit multiplication.
Problem 1
Topic C.
x 10
3.5
x 54
35
x 54
140
+ 1750
1890
1890 10 = 189.0
Decimal Multi-Digit Multiplication
Product
Estimate
Decimal Fraction
Factor
Standard Algorithm
Things to Remember:
A decimal fraction uses a point to separate the whole number part from
the fractional part of a number. Example: in the number 36.9 the point
separates the 36 (the whole number part) from the 9 (the fractional part,
which really means 9 tenths). So 36.9 is 36 and nine tenths.
When multiplying by a decimal fraction, you convert the decimal fraction

to a whole number by multiplying it by a power of 10 (10 or 100)
depending on the number of places after the decimal point. The
problem now resembles a whole number multiplication problem. Once
you finish multiplying, you then have to divide the answer by the same
power of 10 you multiplied by.
189.0
54 x 3.5
Words to know
x 10
10
54 x 3.5
1890
Solve using standard algorithm.
If the decimal fraction has one place after the decimal, you multiply by
10. The digits will then shift one place to the left. The result is a
number that is 10 times greater than the original number. If the decimal
has two places after the decimal, you multiply by 100. The digits will shift
two places to the left. The result is a number that is 100 times greater
than the original number.
When a number is divided by 10, the digits shift one place to the right.
The result is a number that is as large as the original number. When a
number is divided by 100, the digits shift two places to the right. The
result is a number that is as large as the original number.
OBJECTIVES OF TOPIC C
Multiply decimal fractions with tenths by multi-digit

whole numbers using place value understanding to
record partial products.
Multiply decimal fractions by multi-digit whole numbers

through conversion to a whole number problem and
reasoning about the placement of the decimal.
Reason about the product of a whole number and a

decimal with hundredths using place value understanding
and estimation.
Problem 2
Round the factors to estimate the products. (Symbol means about)
Solve
7.5 x 52
8 x 50
= 400
17.6 x 22
18 x 20
= 360
95 x 3.3
100 x 3
= 300
Problem 3
Estimate the product. Solve using an area model and the standard algorithm.
Solve: 4.7 x 24
4.7 x 24
Estimation
5 x 20
= 100
Area Model
Standard Algorithm
4.7
x24
x 10
47
x 24
188
+ 940
1128
1128 10 = 112.8
tenths
160
28
= 188
800
140
= 940
40
4
+
20
1128 tenths
= 112.8
When we compare our answer (112.8) to our estimate (100),

we can conclude that our answer is reasonable.
Example Problems and Answers
Pat rides his bike a total of 6.83 miles to and from school every day. How many miles does he ride in 25 days?
6.83 miles x 25 days
6.83 (x 100)
x 25
x 100
683
x 25
3415
+ 13660
17075
17075 100 = 170.75
25 x 6.83
100
17075
170.75
Pat rides his bike a total of 170.75 miles in 25 days.
A. Courtney buys 79 protractors at $1.09 each and 32 composition notebooks at $2.19 each. About how
much money did she spend?
$1.09 per protractor x 79 protractors $1 x 80 = $80
$2.19 per notebook x 32 notebooks $2 x 30 = $60
$80 + $60 = $140
Courtney spent about $140 on protractors and notebooks.

B. How much money did she actually spend?
79 x $1.09
$1.09 (x 100)
x 79
109
32 x $2.19
x 79
1 981
+ 7630
8611
8611 100 = $86.11 cost of protractor
Courtney actually spent $156.19.
$2.19 (x 100)
x 32
219
x 32
1 438
+ 6570
7008
7008 100 =$70.08 cost of notebooks
$86.11 cost of protractors

+$70.08 cost of notebooks
$156.19 total cost of supplies
A
A kitchen measures 32 feet by 17 feet. If tile cost $7.98 per square foot, what is the total cost of putting tile in
the kitchen?
length
32 ft
w
i
d
t
h
32 ft x 17 ft =
17 ft
544 sq. ft
$7.98 (x 100)
x 544
798
x 544
3192
31920
+ 399000
434112
434112 100 = $4,341.12
The total cost of putting tile in the kitchen is $4,341.12

Note: Area refers to the number of square units needed to cover the inside
of a shape. To determine the area of this rectangle you multiply the length
times the width. The formula for area is Area =length x width.
MATH NEWS
Grade 5, Module 2, Topic D
5th Grade Math
Focus Area Topic D
Measurement Conversions through multiplication
Math Parent Letter

New York material which is taught in the classroom. Grade 5
Module 2 of Eureka Math ( Engage New York) covers MultiDigit Whole Number and Decimal Fraction Operations. This
newsletter will discuss Module 2, Topic D.
Knowing the unit conversions
Topic D.
Measurement Word Problems with Whole Number

and Decimal Multiplication
Words to know
millimeter (mm)
milligram (mg)
centimeter (cm)
gram (g)
kilometer (km)
kilogram (kg)
inch (in)
ounce (oz)
foot/feet (ft)
pound (lb)
yard (yd)
ton
mile (mi)
fluid ounce (fl oz)
cup (c)
liter (L)
pint (pt)
milliliter (ml)
quart (qt)
kiloliter (kl)
gallon (gal)
unit
1 foot = 12 inches
1 mile = 5,280 feet
1 centimeter = 10 millimeter
1 meter = 100 centimeters = 1,000 millimeters
1 kilometer = 1,000 meters
1 pound = 16 pound
1 gram= 1,000 milligrams
1 ton = 2,000 pounds

1 kilogram = 1,000 grams
1 cup= 8 fluid ounces

1 quart = 2 pints
1 liter = 1,000 milliliters
1 pint = 2 cups
1 gallon = 4 quarts
1 kiloliter = 1,000 liters
Convert.
a. 15 yd =__________ ft
yards to feet: big unit to small unit - multiply
3 ft = 1 yd
15 yd x 3 ft per yd = 45 ft
b.
________g = 18 kg
kilograms to gram: big unit to small unit - multiply
1,000 g =1 kg 18 kg x 1,000 g per kg =18,000 g
c.
16 gal=_______qt =________pt
gallons to quarts to pints: big unit to small unit to
smaller unit multiply twice
4 qt = 1 gal
1 qt =2 pt
16 gal x 4 qt per gal = 64 qt
64 qt x 2 pt per qt =128 pt
d.
_________fl oz = 6.32 c
cups to fluid ounces: big unit to small unit -multiply
8 fl oz =1 cup
6.32 c x 8 fl oz per c
= 632 hundredths c x 8 fl oz per c
= 5056 hundredths fl oz
= 50.56 fl oz
e.
9.54 g = ___________mg
grams to milligrams: big unit to small unit - multiply
1,000 mg = 1 g
9.54 g x 1000 mg per g
= 954 hundredths g x 1000 mg per g
= 954,000 hundredths mg
= 9540.00 or 9540 mg
When converting bigger unit to smaller unit, you multiply by

the bigger unit by whole number of smaller units.
OBJECTIVES OF TOPIC D
Use whole number multiplication to express equivalent

measurements.
Use decimal multiplication to express equivalent

measurements.
Solve two-step word problems involving measurement

and multi-digit multiplication.
1 yard = 3 feet = 36 inches

1 mile = 1,760 yards
Johns dog had 5 puppies! When John and his sister Peggy weigh all the puppies together, they weigh 4 pounds 1 ounce. Since all the puppies
are about the same size, how many ounces does each puppy weigh?
Answer: First, we need to put all of the puppies weight in the same units. We are looking for a final answer of ounces. So, we are converting from pounds to
ounces: big unit to small unit - multiply. 16 ounces = 1pound
4 pounds x 16 ounces per pound = 64 ounces
64 ounces + 1 ounce = 65ounces
65 ounces = 5 puppies weight in ounces

65ounces
? oz
(weight of puppy)
? oz
(weight of puppy)
? oz
(weight of puppy)
65ounces 5 puppies = 13 ounces
Each puppy weighs 13 ounces.
? oz
(weight of puppy)
? oz
(weight of puppy)
1 3
5
6 5
-5
1 5
-1 5
0
Susan is training to be in the Mrs. Fitness contest. She ran 3.75 km, swam 0.76 km, and biked for 23.2 km. Susan completed this routine three
times a week. How far did Susan travel in one week while training? Express your answer in meters.
Answer: First, we will convert from km to m: big unit to small unit - multiply. 1,000 m = 1km
3.75km x 1000 m per km =3,750 m
(Susan ran)
0.76 km x 1000 m per km =760 m

23.2km x 1000m per km = 23,200m
(Susan swam)
(Susan biked)
3,750m
760m
27,710 m
+ 23,200m
x
3 (trainings in a week)
27,710m (Susans travel for 1time)
83,130 m
Susan traveled a total of 83,130 meters in one week of training.
Another Approach: 3.75 km

0.76 km
23.20 km
27.71 km x 1000 m per km = 27,710 m
27,710m
x __ 3 (trainings in a week)
83,130m (total distance in one week of training)
Fast Mail charges $5.35 to ship a 2 lb-package. For each ounce over 2 lb, they charge an additional $0.18 per ounce. How much would it cost
to ship a package weighing 3 lb 8 oz?
Answer: First we need to see how many 2 pounds can be taken out of the total weight of the package.
3 lb 8 oz (weight of package)
- 2 lb 0 oz ($5.35 - cost for shipping 2 lb)
Now we need to convert our packages left over weight into the same unit of ounces.
1 lb 8 oz (left over weight)
Convert pounds to ounces: big unit to small unit (multiply) 16 oz = 1 lb
It will cost $9.67 to ship a package weighing 3 lb 8 oz.
16 oz
+ 8 oz
24 oz ($0.18 per oz)
0.18 x 100 = 18
24 oz
x 18
192
+ 240
432
432 100 = 4.32
$5.35 (cost for 2 lb)

+ $4.32 (cost for 24 oz)
$9.67
MATH NEWS
Grade 5, Module 2, Topic E
5th Grade Math
Focus Area Topic E
Mental Multi-digit whole number division
Math Parent Letter
Knowing the multiples of a number

Module 2 of Eureka Math (Engage New York) covers MultiDigit Whole Number and Decimal Fraction Operations. This
newsletter will discuss Module 2, Topic E.
2 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24,

3 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36,
4 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48,
5 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60,
6 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72,
7 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84,
8 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96,
9 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108,
10-10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120,
11-11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132,
12-12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132, 144,
Topic E.
Mental Strategies for Multi-Digit Whole Number

Division
Words to know
multiples
dividend (whole)
quotient
divide
divisor
division
round
estimation
approximate ( )
basic facts
Divide. Below number disks are used to show what happens

when 400 is divided by 10.
400 10
Answer:
When estimating quotients, round the divisor only.

Once the divisor is rounded, find a multiple of the first digit of
the divisor that would create a number that is close to the
dividend.
Example: 835 34
900 30
= 30
10
= 40
Round 34 to 30. 8 is not a multiple of 3 but 9

is, so our dividend becomes 900.
The dividend is referred to as the whole.

When dividing by a power of 10 (10, 100, 1000) the digits in the
whole (dividend), shift to the right. When dividing by 10, the
digits shift 1 place to the right. When dividing by 100, the digits
shift 2 places to the right and when dividing by 1,000, the digits
shift 3 places to the right.
OBJECTIVES OF TOPIC E
Use divide by 10 patterns for multi-digit whole number

division.
Use basic facts to approximate quotients with two-digit

divisors.
Divide.
a. 640,000 100
(shift two places to the right)
= 6,400
c. 27,000 90
=27,000 10 9
=(27,000 10) 9
(shift one place to the right)
= 2,700 9
= 300
b. 420,000 7,000
= 420,000 1,000 7
=( 420,000 1,000) 7
(shift three places to the right)
= 420 7
= 60
d. 350,000 500
= 350,000 100 5
= (350,000 100) 5
(shift two places to the right)
= 3,500 5
= 700
Estimate the quotient for the following problems.

a.
243 56
56 rounds to 60
b.
240 60___ 24 is a multiple of 6,

= (240 10) 6
so the dividend
= 24 6
becomes 240
= 4__
d.
3,924 64
64 rounds to 60
630 90_
= (630 10) 9
= 63 9
= 7
e.
3,600 60
39 is not a multiple
= (3,600 10) 6 of 6, but 36 is and it is
= 360 6
close to 39, so the
= 60
dividend becomes 3,600
g.
8,391 38
92 rounds to 90
becomes 630
5,567 94
94 rounds to 90
f.
8 is a multiple of 4, so
6,300 70
the dividend becomes
= (6,300 10) 7
of 7, but 63 is and it
= 630 7
= 90
i.
close to 64, so the
2,749 47
64 rounds to 60
48 is a multiple of
6, so the dividend
becomes 480
47 rounds to 50
2,500 50
= (2,500 10) 5 of 5, but 25 is and it is
= 250 5
close to 27, so the
= 50
5,400 90
= (5,400 10) 9 of 9, but 54 is and it is
= 540 9
close to 55, so the
= 60
h.
483 64
480 60
=(480 10) 6
= 48 6
= 8
73 rounds to 70
8,000
c.
63 is a multiple of 9,
so the dividend
6,438 73
38 rounds to 40
8,000 40
= (8,000 10) 4
= 800 4
= 200
633 92
6,205 27
6,000 30
= (6,000 10) 3
= 600 3
= 200
27 rounds to 30
6 is a multiple of 3,
so the dividend
becomes 6,000
Mrs. Henry spent $513 buying Christmas gifts for her 21 grandchildren. If all of the gifts were the same cost, about how much did she
spend on each gift?
Problem Solving Approach: $513 (amount spent on gifts) 21 (number of grandchildren)
21 rounds to 20
5 is not a multiple of 2, but 6 is and it is close to 5,
so the dividend becomes 600
$600 20
= (600 10) 2
= 60 2
= $30
Mrs. Henry spent about $30 on each gift for her 21 grandchildren.
Marcus has saved $3,345 working about 42 different home repair jobs. If he was paid about the same amount per job, about how much did
Marcus make at each different job?
Problem Solving Approach:
$3,345 (Marcuss savings) 42 (number of Marcus jobs)

$3,200 40
= (3,200 10) 4
= 320 4
= $80
Marcus made about $80 at each of his different home repair jobs.
42 rounds to 40
33 is not a multiple of 4, but 32 is and it is close to 33,

so the dividend becomes 3,200
MATH NEWS
Grade 5, Module 2, Topic F
5th Grade Math
Focus Area Topic F
Module 2: Multi-Digit Whole Number and Decimal Fraction

Operations
Multi-digit Whole Number Division
Math Parent Letter

newsletter will discuss Module 2, Topic F.
Topic F. Partial Quotients and Multi-Digit Whole Number
Division
Words to know
dividend (whole)
divisor
quotient
remainder
division algorithm
estimate
about ()
multiple
decompose
Before dividing, estimate to get an idea of about how many

groups of the divisor can be made.
Example: 84 23
4
3 R 15
80 20
23 8 4
23 8 4
- 92
- 6915
= 4
15
(4 is placed in the ones
place of the quotient.)
The remainder has to be smaller than the divisor.
A division problem is not complete unless there is a digit
above the last digit in the dividend.
OBJECTIVES OF TOPIC F
Divide two- and three-digit dividends by multiples of 10

with single-digit quotients and make connections to a
written method.
Divide two- and three-digit dividends by two-digit
divisors with single-digit quotients and make connections
to a written method.
Divide three- and four-digit dividends by two-digit
divisors resulting in two- and three-digit quotients,
reasoning about the decomposition of successive
remainders in each place value.
Knowing division with the standard algorithm
644 80
Can we divide 6 hundreds by 80? (No)
Since there are 10 tens in 1 hundred, we can decompose 6

hundreds to 60 tens. There are already 4 tens, so there is a
total of 64 tens. Can we make a group of 80 with 64 tens?
(No)
Since there are 10 ones in 1 ten, we can decompose 64 tens to

640 ones. There are already 4 ones, so there is a total of 644
ones. Can we make a group of 80 with 644 ones? (Yes)
So we are dividing 644 ones by 80.

Step 1: Estimate quotient to know where to begin.
64 is a multiple of 8
64 8 = 8
so 644 becomes 640.
64080 = 8
Step 2: Set up the division algorithm
and use the estimation to find the actual
quotient.
Step 3: Check by multiplying the divisor
of 80 by the quotient of 8, and then add
the remainder of 4. If the quotient is
correct, the answer will equal the
dividend.
8R4
644
-640
4
80
80
x 8
640
640 + 4= 644
*************************************************************
Application Problem and Answer:
A shipment of 288 brochures was sent to the main rest areas in the
state of Louisiana. Each of the 30 rest areas in the state received
the same amount. After the brochures were distributed, were there
any extras? If so how many extra brochures were there?
(Cannot make a group of 30 with 2 hundred, so decompose 2 hundreds to
20 tens and combine with the 8 tens you already have. Now there is a total of
28 tens. Cannot make a group of 30 with 28 tens, so 28 tens is
decompose to 288 ones.)
288 30
270 30
= 9
9 R 18
30 2 8 8
-2 7 0
18
Step 1: Estimate
Step 2: Solve
Step 3: Check
30 x 9 = 270
28 is not a multiple of 3 but 27

is and it is close to 28.
Answer: There will be

18 extra brochures.
270 + 18 = 288
There were 192 students at 4-H camp. The camp has 32 cabins. An equal number of students sleep in each cabin. How many students slept in
each cabin?
Strategy:
192 32
Can we make a group of 32 with 1 hundred? (No)
We decompose 1 hundred to 10 tens. There are already 9 tens, so there is a total of 19 tens. Can we make a group of 32 with 19 tens? (No)
We decompose 19 tens to 190 ones. There are already 2 ones, so there is a total of 192 ones. Can we make a group of 32 with 192 ones? (Yes)
Step 1: Estimate
Step 2: Solve
Round 32 to 30.
192 32
19 is not a multiple of 3 but 18 is and it is close to 19.
180 30
=6
6
32 1 9 2
-192
Step 3: Check
32 x 6 = 192
Answer: 6 students slept in each cabin.
Bart was arranging his 823 baseball cards in a book that holds 24 cards per page. Bart divided 823 by 24 and got a quotient of 34 with a
remainder 7. Explain what the quotient and remainder represent.
24
34R7
823
-7 2
103
- 96
7
Answer: 823 is the total number of baseball cards, and the divisor, 24, is the amount of cards a page
holds. Therefore 34, the quotient, is the amount of pages that will be full in his book. The remainder
of 7 will be the amount of cards on the last page.
Erin made 1,695 chocolate fudge candies for her Christmas gifts. She put them in bags of 36 candies per bag. How many candy bags did Erin
give out? Did she have any candies left over? If so, how many candies were left over?
Strategy:
1,695 36
Can we make a group of 36 with 1 thousand? (No)
Decompose 1 thousand to 10 hundreds. There are already 6 hundreds, so

there is a total of 16 hundreds. Can we make a group of 36 with 16
hundreds? (No)
Since there are 10 tens in 1 hundred, we decompose 16 hundreds to 160 tens.

There are already 9 tens, so there is a total of 169 tens. Can we make a group
of 36 with 169 tens? (Yes)
First division step
Estimate:
169 tens 36
160 tens 4 tens
= 40 (4 is placed in the tens place of the quotient)
After subtracting, there are 25 tens left. Can we make a group of 36 with 25
tens? (No) Since there are 10 ones in 1 ten, we compose 25 tens to 250 ones.
There are already 5 ones, so there is a total of 255 ones. Can we make a
group of 36 with 255 ones? (Yes)
Next division step
36
255 ones 36
240 ones 40
= 6 (6 is placed in the ones place of the quotient)
After subtracting, there are 39 ones left. Can we make a group of 36 with 39?
(Yes) So there are 7 groups of 36 in 255 and not 6.
Answer: Erin gave out 47 bags of candy. She had 3 candies left over.
36
4
1, 6 9 5
-144
25
46
1, 6 9 5
-144
255
- 216
39
36
47R3
1, 6 9 5
-144
255
- 252
3
Check:
47
36
282
+1 4 1 0
1,6 9 2
x
1,692
+ 3
1,695
MATH NEWS
Grade 5, Module 2, Topic G
5th Grade Math
Focus Area Topic G
Multi-Digit Whole Number and Decimal Fraction Operations
Math Parent Letter
Divide. Show division in two steps.

understanding of the math concepts found in Eureka Math
( 2013 Common Core, Inc.) that is also posted as the Engage
newsletter will discuss Module 2, Topic G.
Topic G.
Partial Quotients and Multi-Digit Decimal Division
Words to know
multiple
dividend (whole)
factor
quotient
divisor
approximate/estimate ( )
round
decompose
The dividend is referred to as the whole.

When dividing by a power of 10 (10, 100, 1000) the digits in
the whole (dividend), shift to the right. When dividing by 10,
the digits shift 1 place to the right. When dividing by 100, the
digits shift 2 places to the right and when dividing by 1,000,
the digits shift 3 places to the right. This is how it would look on
a place value chart.
36 10
tens
3
ones
6
3
3.6
10
.36
10
.036
. tenths hundredths thousandths

.
. 6
.
3
6
.
0
3
6
OBJECTIVES OF TOPIC G
Divide decimal dividends by multiples of 10, reasoning

about the placement of the decimal point and making
connections to a written method.
Use basic facts to approximate decimal quotients with
two-digit divisors, reasoning about the placement of the
decimal point.
Divide decimal dividends by two-digit divisors, estimating
quotients, reasoning about the placement of the decimal
point, and making connections to a written method.
2.4 60 =
Lets decompose
60 with 10 as a factor.
2.4 10 6
= (2.4 10) 6
= 0.24 6
= 0.04
10 x 6 = 60
Would the quotient

be affected if we
divided by 6 first
then by 10?
Step 1:
Divide
2.4 by 10
Step 2:
Divide
0.24 by 6
2.4 6 10
= (2.4 6) 10
= 0.4 10
= 0.04
The divisor didnt

change so the
quotient didnt
change.
****************************************************
Divide. Show division in two steps.
0.36 90
0.36 90
= (0.36 10) 9
OR
= (0.36 9) 10
0.036 9
0.04 10
0.004
0.004
84.2 200
84.2 200
= (84.2 2) 100
OR
= (84.2 100) 2
42.1 100
0.841 2
0.421
0.421
****************************************************
Estimate the quotients.
1. 4.23 62
62 rounds to 60.
4.2 is a divisible by 6,
4.2 60
so, the dividend
= (4.2 10) 6
becomes 4.2.
= 0.42 6
=
0.07
2.
=
=
=
53.9 91
54 90
(54 9) 10
6 10
0.6
91 rounds to 90.
53 is not a multiple of 9,
but 54 is and it close to 53.
so, the dividend becomes
54.
At times you may have to extend the dividend to tenths and hundredths.
The weight of 35 identical toy cars is 844.2 grams. What is the weight of each toy car?
Strategy: 844.2 35
Can we make a group of 35 with 8 hundreds? (No)

Since there are 10 tens in 1 hundred, decompose 8 hundreds to 80 tens. There are
already 4 tens, so there is a total of 84 tens. Can we make a group of 35 with 84 tens? (Yes)
First division step
84 tens 35
Estimate
80 tens 40
= 2 tens or 20 (2 is placed in the tens place of the quotient.)
After subtracting, there are 14 tens left. Can we make a group of 35 with 14 tens? (No)
Since there are 10 ones in 1 ten, we decompose 14 tens to 140 ones. There are already
4 ones, so there is a total of 144 ones. Can we make a group of 35 with 144 ones? (Yes)
Next division step
144 ones 35
120 ones 40
= 3 (3 is placed in the ones place.)
After subtracting, there are 4 ones left. Can we make a group of 35 with 4 ones? (No)
Since there are 10 tenths in 1 one, we decompose 4 ones to 40 tenths. There are already
2 tenths, so there is a total of 42 tenths. Can we make a group of 35 with 42 tenths? (Yes)
Next division step
42 tenths 35
40 tenths 40
= 1 tenth (1 is placed in the tenths place.)
After subtracting, there are 7 tenths left. Can we make a group of 35 with 7 tenths? (No)
Since there are 10 hundredths in 1 tenth, we decompose 7 tenths to 70 hundredths. A zero
is added to dividend to show hundredths.
Next division step
70 hundredths 35
80 hundredths 40
= 2 hundredths (2 is placed in the hundredths place.)
2
35 8 4 4 . 2
70
14
24
23
35 8 4 4 . 2
35 8 4 4 . 2
70
70
144
144
140
105
4
39
(We can get another group of 35 with 39; so we
Now check to make certain quotient is correct.

2 4 . 1 2 same as
x 35
2 4 1 2 hundredths
x 35
12060
72360
8 4 4 2 0 hundredths = 844.20
can get 4 groups of 35 instead of 3 groups in 144 ones.)
24.1
35 8 4 4 . 2
70
144
140
42
35
7
24.12
35 8 4 4 . 2 0
70
144
140
42
35
70
70
Each toy car weighs 24.12 grams.

A member of the cross country track team ran a total of 300.9 miles in practice over 59 days. If the member ran the same
number of miles each day, how many miles did the member run per day?
Strategy: 300.9 59
Can we make a group of 59 with 3 hundreds? (No)

There are 10 tens in 1 hundred, so decompose 3 hundreds to 30 tens.
Can we make a group of 59 with 30 tens? (No)
There are 10 ones in 1 ten, so decompose 30 tens to 300 ones. Can we

make a group of 59 with 300 ones? (Yes)
First division step
300 ones 59
300 ones 60
= 5 (5 is placed in the ones place.)
After subtracting, there are 5 ones left. Can we make a group of 59 with
5 ones? (No)
There are 10 tenths in 1 one, so decompose 5 ones to 50 tenths. There are
already 9 tenths, so there is a total of 59 tenths. Can we make a group of 59
with 59 tenths? (Yes)
Next division step
59 tenths 59
= 1 tenth (1 is placed in the tenths place.)
The member ran 5.1 miles each day.
5
59 300.9
295
5
5.1
59 300.9
295
5 9
5 9
Check:
5.1 same as 5 1 tenths
x59
x59
459
2550
3 0 0 9 tenths = 300.9
MATH NEWS
Grade 5, Module 2, Topic H
5th Grade Math
Focus Area Topic H
Module 2: Multi-Digit Whole Number and Decimal Fraction

Operations
Math Parent Letter
newsletter will discuss Module 2, Topic H. In this topic,
students apply the work of Module 2 to solve multi-step word
problems using multi-division.
Measurement Word Problems with Multi-Digit Division

Example 1:
Billy is saving for a 52 inch flat screen TV that costs $1,218. He
already saved half of the money. Billy earns $14.00 per hour. How
many hours must he work in order to save the rest of the money?
Strategy Approach:
Step 1:
Draw a tape diagram

to represent $1,218
which is amount he
needs to buy the TV. It
is divided into 2 equal
units since the problem
states that he already
saved half of the money.
$1218
Topic H. Measurement Word Problems with Multi-Digit

Division
Words to know:
Model/Tape Diagram
Equation/Number Sentence
Units/Sections
Reasonableness
Solution/Answer
Step 2:
$1218
To find out how much

he already saved, we
divide 1218 by 2.
Things to remember:
Tape Diagram Drawing that looks like a segment of

tape, used to illustrate number relationships.
Example: There are 452 heart pamphlets that must be
delivered to 4 hospitals. If each hospital receives the same
amount, how many pamphlets are delivered to each hospital?
452
1 hospital
The whole diagram represents the

452 pamphlets. Since there are 4
hospitals, the diagram is divided
into 4 units/sections. To find the
value of 1unit/ section you would
divide 452 by 4.
Approach to solving a problem: Draw a

model, write an equation/number sentence,
compute, and assess the reasonableness of
answer/solution.
OBJECTIVE OF TOPIC H
Solve division word problems involving

multi-digit division with group size unknown
and the number of groups unknown.
Equation:
1218 2 = 609
Saved
?
Step 3:
If half is equal to
$609.00, then the other
half is equal to $609.00.
$1218
$609.00
Saved
$609.00
$609.00
How many hours
does he need to
work?
Since he makes $14.00

per hour, we want to
find out how many 14s
are contained in 609.
Number sentence:
609 14 = 43.5
Solution/Answer: Billy needs to work 43.5 more hours.

Reasonableness:
609 14
Student could round 14 to 10 and 60 is a
600 10
multiple of 10. Since 14 is rounded down to 10,
= 60
the answer will be less than the estimate.
OR
609 14
600 15
= 40
Student knows that 15 is a factor of 60 and

15 is very close to 14.
Example 2:
Mr. Smith has 1354.5 kilograms of potatoes to deliver in equal amounts to 18 stores. 12 of the stores are in Lafayette. How many
kilograms of potatoes will be delivered to stores in Lafayette?
Strategy Approach:
1354.5 kg of potatoes
Step 1:
. . .
1 2 3 4 5 6
7 8 9 10 11 12
18
The tape diagram drawn to represent the total

kilograms of potatoes (1354.5 kg) that needs to be
deliver to 18 stores. The three dots in the
rectangle between 12 and 18 represent stores 13
to 17.
*****************************************
Stores in Lafayette
The model is showing 18 units (equal sections)

that equal 1354.5. We have to find the value of 1
unit or one section.
Step 2:
Equation:
1354.5 18 = 75.25
75.25 kg of potatoes delivered to each store.
. . .
1 2 3 4 5 6
7 8 9 10 11 12
18
1400 20
= (1400 2) 10
= 700 10
= 70
We can conclude that 75.25 does make sense since it is
close to 70.
*********************************************
Stores in Lafayette
Step 3:
Now that we know the kilograms of potatoes

delivered at each store, we need to multiply 75.25
kg times 12 to determine how many kilograms of
potatoes were delivered to the 12 stores in
Lafayette.
Equation: 75.25 x 12 = 903 kg
. . .
1 2 3 4 5 6
7 8 9 10 11 12
Stores in Lafayette
Assess the reasonableness:

Round the divisor: 18 rounds to 20
13 is not a multiple of 2 but 14 is so our whole or
dividend is 1400.
18
903 kg of potatoes were delivered to 12 stores in

Lafayette.
Assess the reasonableness:
When studying the model it is easy to see that
more than half of the total amount of potatoes is
being delivered to stores in Lafayette. 903 kg is
more than half.

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Grade 5, Module 2, Topic A

5th Grade Math

Focus Area Topic A

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Math Parent Letter

Find the product. Show your thinking

Topic A. Mental Strategies for Multi-Digit Whole Number

Commutative Property The word "commutative" comes

Multiply multi-digit whole numbers and multiples of 10

Estimate multi-digit products by rounding factors to a

Round the factors to estimate the products.

Determine if these equations are true or false. Defend your

85 x 6 x 100 -- these equations are TRUE

770 x 3 -- these equations are FALSE

Example Problems and Answers

5th Grade Math

Focus Area Topic B

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Math Parent Letter

Symbol for about

Connect visual models and the distributive property to

Fluently multiply multi-digit whole numbers using the

A mathematical phrase involving only numbers and one or

Connect area diagrams and the distributive property to

What are 24 groups of 432? 10,368

Problem 2: 532 x 283

Problems and Answers

The total cost of the theatre seats is $33,153.

The 10 albums can hold 6,000 cards.

How many albums will he need for all his cards?

Peter will need 8 albums for all his cards.

5th Grade Math

Focus Area Topic C

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Math Parent Letter

Decimal Multi-Digit Multiplication

When multiplying by a decimal fraction, you convert the decimal fraction

Solve using standard algorithm.

Multiply decimal fractions with tenths by multi-digit

Multiply decimal fractions by multi-digit whole numbers

Reason about the product of a whole number and a

When we compare our answer (112.8) to our estimate (100),

Example Problems and Answers

Pat rides his bike a total of 170.75 miles in 25 days.

$2.19 per notebook x 32 notebooks $2 x 30 = $60

$80 + $60 = $140

Courtney spent about $140 on protractors and notebooks.

Courtney actually spent $156.19.

$86.11 cost of protractors

The total cost of putting tile in the kitchen is $4,341.12

5th Grade Math

Focus Area Topic D

Module 2: Multi-Digit Whole Number and Decimal Fraction Operations

Measurement Conversions through multiplication

Math Parent Letter

Knowing the unit conversions

Measurement Word Problems with Whole Number

fluid ounce (fl oz)

1 ton = 2,000 pounds