## Reflection: Grappling with Complexity Dividing with Decimals - Section 2: Estimation

In this section, I called on a couple students for each problem.  I continued to emphasize that students need to make the number easy to work with using mental math.  Interestingly, a few students in each class said that problem 3 was “impossible”.  I asked them why, and they explained that you can divide a number by something that is larger than that number.  I asked them to round 1.89 to a number that is easier to work with, and they responded with 2.  I told them that they had \$2 that they had to share equally between 4 people.  How much money would each person get?  Some students explained that each person would get fifty cents, because fifty cents times four equals \$2.  I stated that the problem wasn’t impossible, but that when you divide a number by something larger than that number your quotient will be less than one.  Making the connection to money helped students understand the problem.

Estimation Reflection
Grappling with Complexity: Estimation Reflection

# Dividing with Decimals

Unit 2: The College Project - Working with Decimals
Lesson 6 of 16

## Big Idea: How can you split \$27 equally between 4 people? Students apply what they know about division to divide with whole numbers and decimals.

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Standards:
Subject(s):
Math, Decimals, Number Sense and Operations, division, 6th grade, master teacher project
60 minutes

### Andrea Palmer

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