# Minds On

## Dividing stickers

A student is at the public library and has offered to help the librarian collect all the books that have been scattered around the children’s area as they wait for their aunt to finish on the computer. The librarian thanks the student and offers them 50 stickers. The student is so excited to share these stickers with their 10 closest friends.

How can the student divide the stickers so that each of her 10 friends get the same amount?

Record your answer in your notebook and explain what strategy you used.

In this learning activity, we will be learning how to divide numbers by 10.

# Action

## Division is related to multiplication

Multiplication is repeated addition. Division is repeated subtraction (of the same number) or splitting up a whole amount into equal groups.

If we take 100 orange unit squares and make groups of 10, how many groups will we have?

The division statement for 100 divided by 10 is: >$\frac{1}{100}$

100 is the **DIVIDEND**.

10 is the **DIVISOR**.

The answer, 10, is called the **QUOTIENT**

### Practice

Choose 3 of the following math problems to solve:

- 90 DIVIDED BY 10

$\frac{90}{10}=$ - 80 DIVIDED BY 10

$\frac{80}{10}=$ - 70 DIVIDED BY 10

$\frac{70}{10}=$

- 60 DIVIDED BY 10

$\frac{60}{10}=$ - 50 DIVIDED BY 10

$\frac{50}{10}=$ - 40 DIVIDED BY 10

$\frac{40}{10}=$

- 30 DIVIDED BY 10

$\frac{30}{10}=$ - 20 DIVIDED BY 10

$\frac{20}{10}=$ - 10 DIVIDED BY 10

1$\frac{10}{10}=$

### Reflect

Are there any patterns that you are finding? Is there a rule you think you can identify that helps you take note of how to divide by 10?

Try using your rule or pattern on one of the following two questions:

1,000 divided by 10

$\frac{\mathrm{1,000}}{10}=$

10,000 divided by 10

$\frac{\mathrm{10,000}}{10}=$

#### Move decimal one place value to the left

When we divide a whole number by 10:

- we place a decimal at the end of the number and place a zero in the tenths column
- we move the decimal one column to the left

Some examples are provided in the following place value chart.

### Practice

Create 4 numbers up to one thousand.

Then, divide these 4 numbers by 10, demonstrating your strategy.

# Consolidation

## Soccer tryouts

Let’s find out if we can demonstrate our understanding of dividing by 10 in the following scenario:

Imagine there are 556 students trying out for an A-league soccer team for non-goalie positions (goalies have a different try-out). At the try-outs the coaches divided the students into groups of 10 so there are 10 players on the field for a team.

Are there enough students to form **complete** non-goalie soccer teams? Explain your answer.

## Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

### I feel...

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.

Press 'Discover More' to extend your skills.

Discover More### Polar bear populations

There are 22,000 to 31,000 polar bears in the world and between 12,600 to 24,800 are in Canada.

There are at least 10 different subgroups, or smaller groups, of polar bear communities. The polar bears in Western Hudson Bay in the Arctic have a low population of 852, between 500 to 1,000, compared to areas in the Arctic with larger populations between 2,500 to 3,000.

If the polar bear population in the Western Hudson Bay was to decrease 10-fold (or 10 times), we write the math sentence:

$\frac{825}{10}=$

**Let’s use 12,600 as a target population goal. How far away is
$\frac{\mathbf{825}}{\mathbf{10}}$from 12,600? Write a math sentence and find the answer.**

If we use 24,800 as a target population goal, how far away is $\frac{825}{10}$from 24,800? Write the math sentence and find the answer.