• MA.5.NSO.2 Number Sense and Operations

    Add, subtract, multiply and divide multi-digit numbers.


    Divide multi-digit whole numbers, up to five digits by two digits, including using a standard algorithm with procedural fluency. Represent remainders as fractions. Example: The quotient 27 ÷ 7 gives 3 with remainder 6 which can be expressed as 3 6/7
    Benchmark Clarifications:
    Clarification 1: Within this benchmark, the expectation is not to use simplest form for fractions.

    Purpose and Instructional Strategies
    The purpose of this benchmark is for students to demonstrate procedural fluency while dividing multi-digit whole numbers with up to 5-digit dividends and 2-digit divisors. To demonstrate procedural fluency, students may choose the standard algorithm that works best for them and demonstrates their procedural fluency. A standard algorithm is a method that is efficient and accurate (MTR.3.1). In Grade 4, students had experience dividing four-digit by one-digit numbers using a method of their choice with procedural reliability (MA.4.NSO.2.4). In Grade 6, students will multiply and divide multi-digit numbers including decimals with fluency (MA.6.NSO.2.1).

     When students use a standard algorithm, they should be able to justify why it works conceptually. Teachers can expect students to demonstrate how their algorithm works, for example, by comparing it to another method for division. (MTR.6.1)

     In this benchmark, students are to represent remainders as fractions. In the benchmark example, the quotient of 27 ÷ 7 is represented as 3 6/7. Students should gain understanding that this quotient means that there are 3 full groups of 7 in 27, and the remainder of 6 represents 6/7 of another group. Students are not expected to have mastery of converting between forms (fraction, decimal, percentage) until grade 6 but students should start to gain familiarity that fractions and decimals are numbers and can be equivalent (i.e., a remainder of ½ is the same as 0.5). Writing remainders as fractions or decimals is acceptable. Similarly, students should be able to understand that a remainder of zero means that whole groups have been filled without any of the dividend remaining. (MTR.5.1, MTR.7.1)

     Along with using a standard algorithm, students should estimate reasonable solutions before solving. Estimation helps students anticipate possible answers and evaluate whether their solutions make sense after solving.

     This benchmark supports students as they solve multi-step real-world problems involving combinations of operations with whole numbers (MA.5.AR.1.1). In a real-world problem, students should interpret remainders depending on its context.

    Common Misconceptions or Errors

     Students can make computational errors while using standard algorithms when they cannot reason why their algorithms work. In addition, they can struggle to determine where or why that computational mistake occurred because they did not estimate reasonable values for intermediate outcomes as well as for the final outcome. During instruction, teachers should expect students to justify their work while using their chosen algorithms and engage in error analysis activities to connect their understanding to the algorithm.

    Instructional Tasks
    Instructional Task 1
    The Magnolia Outreach organization is donating 6,924 pounds rice to families in need. They pour all the rice into 15-pound containers.
    Part A. How many containers will they fill if they use all the rice?
    Part B. Will Magnolia Outreach be able to fill all the containers completely? If not, will the partially filled container be more or less than half-full? Explain how you know.

    Instructional Items
    Instructional Item 1
    What is the quotient of 498 ÷ 72? 


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