• Use the hundredths grids to visualize the tenths and hundredths in 3 or 4 wholes.
• Use their understanding of fractions or decimals to identify the number of tenths and hundredths in 1 whole and then multiply by the number of wholes.
• Build on and solidify their reasoning from the Warm-up.

In this activity, focusing on the tenths and hundredths in 3 or 4 wholes prepares students to generalize in the next activity where they explain how to find the number of tenths or hundredths in any whole number.

• Ask previously selected students to share their strategies for finding the value of the division expressions.
• “¿Cómo muestran las distintas representaciones que hay 10 décimas en 1 unidad y 100 centésimas en 1 unidad?” // “How do the different representations show that there are 10 tenths in 1 whole and 100 hundredths in 1 whole?” (With the diagram. I can see each tenth and each hundredth in the whole. With fractions or decimals, I just know how many tenths or hundredths there are in 1 and I can use that to figure out how many there are in 3 or 4.)
• Display equations:
  
  
• “¿Qué patrones observan?” // “What patterns do you notice?” (I notice that I multiply by 100 to find how many 0.01s there are in 3 or 4.)

The purpose of this activity is for students to describe the patterns they notice when they divide a whole number by one tenth and one hundredth (MP7). Students have the option of using a diagram recalling work from the previous activity. The reasoning students develop here prepares them to:

• Evaluate more complex quotients with decimals in future lessons.
• Observe patterns when multiplying or dividing by powers of 10 which will be a focus in the next unit.

This activity uses MLR1 Stronger and Clearer Each Time. Advances: Reading, Writing.

MLR1 Stronger and Clearer Each Time

• “Compartan con su compañero su explicación de cómo encontrarían el valor de” // “Share with your partner your explanation of how you would find the value of”
  • “cualquier número entero dividido entre una décima” // “Any whole number divided by one tenth.”
  • “cualquier número entero dividido entre una centésima” // “Any whole number divided by one hundredth.”
• “Por turnos, uno habla y el otro escucha. Si es su turno de hablar, compartan sus ideas y lo que han escrito hasta el momento. Si es su turno de escuchar, hagan preguntas y comentarios que ayuden a su compañero a mejorar su explicación” // “Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
• 2 minutes: structured partner discussion
• Repeat with 2 different partners.
• If needed, display question starters and prompts for feedback.
  • “¿Puedes dar un ejemplo que ayude a mostrar . . . ?” // “Can you give an example to help show . . . ?”
  • “¿Tu explicación funciona para los ejemplos que estudiamos en la primera actividad?” // “Can the examples we studied in the first activity fit in your explanation?”
• “Ajusten su borrador inicial basándose en los comentarios que les hicieron sus compañeros” // “Revise your initial draft based on the feedback you got from your partners.”
• 2–3 minutes: independent work time