MA.5.A.1.4Archived Standard

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Divide multi-digit whole numbers fluently, including solving real-world problems, demonstrating understanding of the standard algorithm and  checking the reasonableness of results.

Remarks

Problem solving may include strategies using rounding and working backward.

 

Example: Mary's school is going to visit a theme park. Mary is in charge of collecting money to buy tickets for her school. One ticket costs $75. Mary collected $ 33,900, but she does not know how many people gave her money. How many tickets can she buy with this money?
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 5
Body of Knowledge: Algebra
Idea: Level 3: Strategic Thinking & Complex Reasoning
Big Idea: BIG IDEA 1 - Develop an understanding of and fluency with division of whole numbers.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC , SR , GR item(s)
    • Also assesses MA.5.A.1.2 Estimate quotients or calculate them mentally depending on the context and numbers involved.

    Also assesses MA.5.A.1.3 Interpret solutions to division situations including those with remainders depending on the context of the problem.
  • Clarification :
    Students will solve real-world division problems and check for reasonableness of results. 

    Students will interpret solutions to division situations, including those with remainders, depending on the context of the problem. 

    Quotients may include fractions or decimals. 

    Students may use estimation strategies in problems involving division and check for reasonableness of results. 

    Students may use the standard algorithm to solve real-world division problems.

  • Content Limits :
    Divisors may have up to two digits and dividends may have up to four digits. 
     
    Dividends may have up to four digits representing dollars and may include two zeroes representing cents (e.g., $372.00 24). 

    Decimals in the context of money may be used only for the dividend or quotient. 

    Items may require the use of two operations to solve the problem if at least one operation is division.

     


  • Stimulus Attributes :
    MC and GR items may be set in either a real-world or mathematical context.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: In our galaxy, a star is formed every 18 days. There are 365 days in 1 year. Based on these numbers, which is closest to the total number of stars formed in our galaxy in 1 year?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: A cafeteria manager baked 500 cupcakes for a school carnival and is placing them in boxes. Each box holds 24 cupcakes. What is the least number of boxes the cafeteria manager will need to hold all 500 cupcakes?
  • Difficulty: N/A
  • Type: GR: Gridded-Response

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Rank Our Pressure Cleaners:

In this Model Eliciting Activity, MEA, students are to decide on a pressure cleaning machine that will provide the Sidewalks and Roof Cleaning Services Incorporated with the best value for their money. Students are asked to provide a "Best Value" pressure cleaner to the company owner and explain how they arrived at their solution.

Model Eliciting Activities are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

Rank Our Pressure Cleaners:

In this Model Eliciting Activity, MEA, students are to decide on a pressure cleaning machine that will provide the Sidewalks and Roof Cleaning Services Incorporated with the best value for their money. Students are asked to provide a "Best Value" pressure cleaner to the company owner and explain how they arrived at their solution.

Model Eliciting Activities are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.