• 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.
• “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:
  
  
• “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.

• “Share with your partner your explanation of how you would find the value of
  • Any whole number divided by one tenth.
  • Any whole number divided by one hundredth.”
• “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.
  • “Can you give an example to help show . . . ?”
  • “Can the examples we studied in the first activity fit in your explanation?”
• “Revise your initial draft based on the feedback you got from your partners.”
• 2–3 minutes: independent work time