NS.2.2

Fluently divide multi-digit numbers using the standard algorithm.

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Formative Assessments
Formative Assessments
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CPALMS: Students are asked to complete three long division problems (no remainders) to check for fluency with the standard division algorithm.

Long Division – 1

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CPALMS: Students are asked to complete three long division problems (one with a remainder) to check for fluency with the standard long division algorithm.
Long Division – 2
Assessment Logo. Includes a gray clipboard on a blue background.
CPALMS: Students are asked to complete three long division problems (each with a remainder) to check for fluency with the standard division algorithm.
Long Division – 3
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Assessment Questions
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Hook/Performance Tasks
Hook/Performance Tasks
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Illustrative Mathematics: The purpose of this task is to help students estimate products of decimal numbers. Sixth graders will learn the algorithmic approach to multiplying decimals, but making sense of the context will help with developing fluency.

Estimating Products of Decimals

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Illustrative Mathematics:The goal of this task is to perform long division with remainder in a context.

How Many Staples?

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Illustrative Mathematics: The purpose of this task is to extend students' understanding of products of decimals by first focusing on products of unit fractions of the form 1/10 to the ``n`` power, where n is a positive integer.

Tenths of (and So On)

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Illustrative Mathematics: This task asks for conceptual understanding of something usually taught as a rote procedure. To be successful with this task, students must make sense of the procedure and how place value is represented and abbreviated within it.

Interpreting a Division Computation

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Illustrative Mathematics: The goal of this task is to perform and analyze division with whole numbers in a sports context. Students can use a trial and error strategy using a table of equivalent fractions with decimal 0.350.

Batting Average

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Students will use their knowledge of division and division strategies to solve problems that have been written in a code where numbers are replaced with symbols. They are challenged to find out how the traditional algorithm strategy works and how it compares to other strategies they know.

Cracking the Code: A Division Challenge