IMPORTANT CONCEPTS YOUR STUDENT SHOULD KNOW AND ACTIVITIES TO DO AT HOME

MULTIPLYING AND DIVIDING WITH DECIMALS

I Can Help My Student

I can perform operations with multi-digit whole numbers and with decimals to the hundredths.
I can make sense of and explain the place value system.

KEY WORDS TO KNOW

array: a visual representation with items arranged in rows and columns
exponent: a quantity representing the power to which a given number is to be raised
factor: a number or quantity that when multiplied with another produces a given number
hundredths: one of a hundred equal parts of something
identity property of multiplication:
millions: the number equivalent to the product of a thousand and a thousand (1, 000,000 or 106)
partial products: the result of adding together two products decomposed from the original quantity
[Example: 123 X 4 = (100 X 4) + (20 X 4) + (3 X 4)
power of ten: the result of ten multiplied by itself a certain number of times; a very useful way of writing large or small quantities
remainder: the fractional portion remaining after performing division computation
What should my student already know before beginning this unit?
number sense
whole number computation

Stephanie Reddick, K-5 Mathematics Coordinator

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MULTIPLYING AND DIVIDING WITH DECIMALS

Important Concepts
Addressed in this Unit

Sample Problems

How You Can Help Your Student

In this unit
Students will understand that the
placement of the decimal is
determined by multiplying or
dividing a number by 10 or a
multiple of 10.
Students will understand that
multiplication and division are
inverse operations of each other.
Students will understand that rules
for multiplication and division of
whole numbers also apply to
decimals.
Students will be actively engaged by
developing their own
understanding.
Mathematics will be represented in
as many ways as possible by using
graphs, tables, pictures, symbols,
and words.
Students will use appropriate
manipulatives and technology to
enhance student learning.

Sample Problem 1: Have students use estimation to

find the product by using exactly the same digits in
one of the factors with the decimal point in a
different position each time. For example, have
students estimate the product of 275 3.8; 27.5
3.8 and 2.75 3.8, and discuss why the estimates
should or should not be the same.

Recommended Childrens Literature

Sample Problem 2: Have students will create

rectangular arrays as a representation of
multiplication and division of decimals.
Example: 3 x 0.4 = 1.2.

Stephanie Reddick, K-5 Mathematics Coordinator

The use of childrens literature is important. Use this book

to enhance both language literacy and mathematical
literacy.
On Beyond a Million: An Amazing Math Journey by
David M. Schwartz

Interactive Learning Games

Function Machine Activity
http://www.mathplayground.com/functionmachine.html
Too Big or Too Small?
http://illuminations.nctm.org/LessonDetail.aspx?id=L252
Multiplying Decimals
http://learnzillion.com/lessons/557-use-multiplication-tomultiply-decimals-by-decimals

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