Section 1
Dividing Whole Numbers by 10, 100, and 1,000
Property
Dividing a whole number by shifts its digits one place to the right.
Dividing by shifts its digits two places to the right.
Dividing by shifts its digits three places to the right.
Grade 5 students learn to use divide-by-10 patterns to solve multi-digit whole number division problems such as 420 ÷ 10 and 1,600 ÷ 100 by applying place value understanding and digit-shifting rules. This lesson from Eureka Math Grade 5, Chapter 11 builds fluency with dividing by multiples of 10 and 100 using place value disks and place value charts. Students practice recognizing that dividing a whole number by 10 shifts each digit one place to the right, and by 100 shifts digits two places to the right.
Section 1
Dividing Whole Numbers by 10, 100, and 1,000
Dividing a whole number by shifts its digits one place to the right.
Dividing by shifts its digits two places to the right.
Dividing by shifts its digits three places to the right.
Section 2
Divide Using Unit Form
To simplify division, express the dividend in a place value unit (e.g., hundreds, thousands). Then, divide the number of units by the divisor.
Section 3
Divide by Multiples of 10 by Decomposing the Divisor
To divide by a number that is a multiple of a power of ten, you can decompose the divisor into its factors and divide sequentially. This can be expressed as:
Expand to review the lesson summary and core properties.
Section 1
Dividing Whole Numbers by 10, 100, and 1,000
Dividing a whole number by shifts its digits one place to the right.
Dividing by shifts its digits two places to the right.
Dividing by shifts its digits three places to the right.
Section 2
Divide Using Unit Form
To simplify division, express the dividend in a place value unit (e.g., hundreds, thousands). Then, divide the number of units by the divisor.
Section 3
Divide by Multiples of 10 by Decomposing the Divisor
To divide by a number that is a multiple of a power of ten, you can decompose the divisor into its factors and divide sequentially. This can be expressed as: