The purpose of this activity is for students to find quotients of a whole number by tenths or hundredths. This activity focuses on divisors of 0.2 and 0.02 to build on students' previous work dividing by 0.1 and 0.01. The strategies, diagrams, and place value reasoning used in the previous lessons still apply. Students may also think about the problems using multiplication. For example, because .

• Ask selected students to share the representations listed above.
• “¿En qué se parecen las representaciones? ¿En qué son diferentes?” // “How are the representations the same? How are they different?” (They both figured out how many tenths or hundredths are in one whole. Then they multiplied that number by the number of wholes. One of them used a picture and one of them reasoned about the size of tenths and hundredths to find how many 0.2's and 0.02's are in one whole.)
• Display a student's completed work showing the values of the quotients.
• “¿Qué patrones ven en todos los grupos de ecuaciones?” // “What patterns do you see across the sets of equations?” (The quotients with a divisor of 0.01 are 10 times larger than those with a divisor of 0.1. The quotients with a divisor of 0.1 are a tenth of the value of those with a divisor of 0.01.)
• Record the patterns as students describe them.

The purpose of this activity is for students to find the value of quotients where the divisor is less than 1 and where the dividend is large enough that drawing a complete diagram is cumbersome. Instead, students are encouraged to use a diagram to find how many divisor sized groups are in 1 whole and then multiply the dividend by that number to find the value of the quotient. When students use the value of and multiplication to find the value of , they are using regularity in reasoning (MP8).

This activity uses MLR1 Stronger and Clearer Each Time. Advances: Conversing.

• Ask previously identified students to share their solutions and strategies for evaluating the expressions in the first problem.
• “¿Cómo les ayudó la multiplicación a encontrar el valor de las expresiones del primer problema?” // “How was multiplication useful to find the value of the expressions in the first problem?” (I didn't have to draw 12 wholes because I knew there were five 0.2s in each one so that would be total.)

• “Compartan con su compañero su respuesta al problema 2. 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 trabajo” // “Share your response to problem 2 with your partner. 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.”
• 3-5 minutes: structured partner discussion
• Repeat with 2 different partners.
• “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