The purpose of this activity is for students to find quotients of a decimal by a whole number. Students may choose to use diagrams to show their reasoning. Since the diagram is a hundredths grid, this will naturally encourage students to think of decimals like 0.8 and 0.5 as 0.80 and 0.50, in terms of hundredths. This is an important step since finding a quotient like will require thinking about hundredths. Students may also apply their understanding of dividing fractions by whole numbers (MP7).  Monitor for students who:

• Use the grid to identify the amount being divided and think geometrically about finding equal shares.
• Think about the number of pieces that they need to partition into equal groups and use whole number division to find those shares.

• Ask previously identified students to share their thinking for the last two problems.
• Display expression:
• “¿Cómo les ayuda pensar en centésimas a encontrar el valor de esta expresión?” // “How does thinking about hundredths help find the value of this expression?” (Since 0.5 is 50 hundredths, I can find half of that and that's 25 hundredths or 0.25.)
• Display expression:
• “¿Cómo les ayuda pensar en partes iguales a encontrar el valor de esta expresión?” // “How does thinking about equal shares help find the value of this expression?” (If I have 75 things, I can make 5 groups of 10 with 25 left so that’s 5 more groups of 5. So, 75 is 5 groups of 15 and 75 hundredths is 5 groups of 15 hundredths.)

The purpose of this activity is for students to find quotients of a decimal by a whole number. In the previous activity, students saw that whole number quotients can be used to find the quotient of a decimal by a whole number. In this activity, students begin with a whole number quotient which they can use to find decimal quotients and then they find the value of decimal quotients without a scaffold.

• Invite students to share responses for the second question.
• “¿Cómo les ayudó pensar en 0.7 y en 0.45 como centésimas a encontrar el valor de estas expresiones?” // “How did thinking of 0.7 and 0.45 as hundredths help to find the value of these expressions?” (I can think about whole number division. I have 70 hundredths and splitting that in half would give me 35 hundredths. Or, I have 45 hundredths and that’s 5 equal groups of 9 hundredths.)
• “¿Pueden usar un diagrama para encontrar estos cocientes?” // “Could you use a diagram to find these quotients?” (I can shade 7 tenths in a hundredths grid and then cut that in half. I think seeing 5 groups of 9 hundredths in 45 hundredths might be challenging.)