Here is a base-ten diagram that represents 645.

Explain or show how to use the pieces in the diagram to find \(645 \div 3\).

Here is a diagram representing a base-ten number. The large rectangle represents a unit that is 10 times the value of the square. The square represents a unit that is 10 times the value of the small rectangle.

Here is a diagram showing the number being divided into 5 equal groups.

1. If a large rectangle represents 1,000, what division problem did the second diagram show? What is its quotient?

2. If a large rectangle represents 100, what division problem did the second diagram show? What is its quotient?

3. If a large rectangle represents 10, what division problem did the second diagram show? What is its quotient?

1. \(195 \div 3\)
2. \(356 \div 4\)

Four students set up a lemonade stand. At the end of the day, their profit is \$17.52. How much money do they each have when the profit is split equally? Show or explain your reasoning.

1. Jada calculates \((2.6) \boldcdot (0.14)\) by calculating \(26 \boldcdot 14\), then moving the digits three places to the right. Explain why Jada’s method makes sense, and use it to calculate \((2.6) \boldcdot (0.14)\).

2. Diego calculates \((2.6) \boldsymbol \boldcdot (0.14)\) using partial products.

   

   Partial products of the problem 0 point 14 times 2 point 6. 0 point 04 times 0 point 6 equals 0 point 024. 0 point 1 times 0 point 6 equals 0 point 06. 0 point  04 times 2 equals 0 point 08. 0 point 1 times 2 equals 0 point 2. The sum of the partial products, 0 point 024, 0 point 06, 0 point 08 and 0 point 2 equals 0 point 364. 

   Explain how Diego computed the four partial products.