Neft Teacher Unit 2

🚀

Divide Decimals Using an Algorithm

6.NOS.3 Lesson 2-7

My Math Notebook

Name:

Date:

Period:

I Can…

I can divide with decimals by making the divisor a whole number first.

Reveal Math Grade 6 How to Use 6.NOS.3

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How to Use This Deck

▶Present

Click Present or press F11 for fullscreen. Use arrow keys to advance.

👩‍🏫Teacher cues

Blue boxes show exactly what to say, ask, and how long to spend.

👨‍🎓Student work

Text boxes, polls, and drag-sort save automatically in the browser.

📝Notes

Press N or click 📝 in the toolbar for pacing tips and answers.

🎮Activity link

Launch the full HTML activity for independent practice.

🖨️Print

File → Print or the print button for handout copies.

⏱️ Time: 30 sec — read aloud, then advance

Reveal Math Grade 6 Learning Targets 6.NOS.3

🎯 Content Objective / Objetivo de contenido

I can divide with decimals by making the divisor a whole number first.

Reveal Math Grade 6 Agenda 6.NOS.3

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Today's Flow

1 Warm-Up 5m

2 Vocabulary 8m

3 I Do 5m

4 We Do 5m

5 Explore 8m

6 Practice 10m

7 Connect 5m

8 Exit Ticket 5m

Total pacing: ~45 min · Progress bar at top tracks your place

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Lesson Phase

LAUNCH

⏱ ~10 min

Reveal Math Grade 6 Warm-Up Hook 6.NOS.3

⏱️ 3 MIN · THINK-PAIR-SHARE

The order form shows the school paid $394.50 in total for 75 workbooks. What division would tell you the cost of one workbook, and why is it division and not multiplication?

Reveal Math Grade 6 CFU 1 6.NOS.3

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Check for Understanding #1

✋ CFU · THUMBS

❓ Ask: Can you restate the warm-up question in your own words?

⏱️ Time: 30 sec

Teacher: If >30% thumbs down, re-teach with a fresh example before moving on.

Reveal Math Grade 6 Be Curious 6.NOS.3

Visual Prompt

Textbook Purchases

A school bought new math workbooks as shown in the order form. What is the cost of each workbook?

Photographs of dollar bills arranged in three groups, two bills in each of the upper groups and one below.

👁 I Notice...

🔹 What total amount is being divided?

🔹 What is the size of each pod?

💭 I Wonder...

🔹 How do you divide when the divisor is a decimal?

🔹 Can you turn this into a whole number division problem?

Reveal Math Grade 6 Concept Launch 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Concept Launch

💡 How do you divide with decimals?

👩‍🏫 Say: This is the big idea for today. Students should be able to repeat it by the end.

Dividing splits a total into equal groups. When you divide by a decimal, first move the point to make the divisor a whole number — then run the same long-division cycle: divide, multiply, subtract, bring down.

Key Idea:

Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down.

Reveal Math Grade 6 I Do — Watch Me 6.NOS.3

Reveal Math Grade 6 I Do — Key Step 6.NOS.3

Reveal Math Grade 6 We Do — Together 6.NOS.3

Reveal Math Grade 6 CFU 2 6.NOS.3

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Check for Understanding #2

✋ CFU · THUMBS

❓ Ask: Can you explain what we did in the We Do example?

⏱️ Time: 30 sec

Teacher: If >30% thumbs down, re-teach with a fresh example before moving on.

Reveal Math Grade 6 You Do — Your Turn 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Now it's your turn

👨‍🎓 Students: Work independently first, then check with a partner.

⏱️ Time: 5 min

1Next, you will move the point so the divisor is a whole number, then run the divide, multiply, subtract, bring down cycle on your own.

2Remember: move the point in both numbers, put the point in the quotient, then divide, multiply, subtract, bring down.

🎮

Open the interactive HTML activity for full practice.

Launch Activity ↗

📚

Lesson Phase

VOCABULARY

⏱ ~8 min

Reveal Math Grade 6 Vocabulary 6.NOS.3

Term / Término	Meaning / Significado	Visual
Divide Decimals Dividir decimales	Find a quotient with decimals by sliding both decimal points right until the divisor is a whole number. Hallar un cociente con decimales deslizando ambos puntos decimales a la derecha hasta que el divisor sea un número entero.	8.4 ÷ 2.1 = 84 ÷ 21 = 4
Dividend Dividendo	The total number being divided into equal groups (the number inside the division bracket). El número total que se divide en grupos iguales (el número dentro de la galera de división).	In 8.4 ÷ 2.1 = 4, the dividend is 8.4 — the total amount being divided
Divisor Divisor	The number of equal groups you are dividing into (the number outside the division bracket). El número de grupos iguales en que divides (el número fuera de la galera de división).	In 8.4 ÷ 2.1 = 4, the divisor is 2.1 — the number of equal groups
Quotient Cociente	The answer when you divide. La respuesta cuando divides.	In 8.4 ÷ 2.1 = 4, the quotient is 4 — there are 4 groups
Decimal Division Algorithm Algoritmo de división decimal	The steps for dividing decimals: slide the divisor's decimal point right until the divisor is a whole number, slide the dividend's point right the same number of places, then divide. Los pasos para dividir decimales: desliza el punto decimal del divisor a la derecha hasta que sea un número entero, desliza el punto del dividendo a la derecha el mismo número de lugares y luego divide.	8.4 ÷ 2.1 → move the point in both → 84 ÷ 21 → divide, multiply, subtract, bring down → 4
Equivalent division División equivalente	Multiplying both numbers by 10 or 100 gives the same answer. Multiplicar ambos números por 10 o 100 da la misma respuesta.	7.56 ÷ 0.12 = 756 ÷ 12 = 63 (both multiplied by 100)

Divide Decimals: example vs. non-example

✓ 6.4 ÷ 0.8 rewritten as 64 ÷ 8Both moved one place, so the quotient is unchanged.

✗ 6.4 ÷ 0.8 rewritten as 6.4 ÷ 8Only the divisor moved, so the answer is ten times too small.

Reveal Math Grade 6 Which Word? 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Which Word Fits?

❓ CLOZE POLL

❓ Ask: Vote A B C D — then defend your choice.

Make the ___ a whole number first, then slide the dividend's point right the same number of places.

Use It In a Sentence

Reveal Math Grade 6 CFU 3 6.NOS.3

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Check for Understanding #3

✋ CFU · THUMBS

❓ Ask: Use one vocabulary word in a sentence about today's topic.

⏱️ Time: 30 sec

Teacher: If >30% thumbs down, re-teach with a fresh example before moving on.

Reveal Math Grade 6 Turn & Talk 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Turn & Talk — Launch

🗣️ TURN & TALK

👩‍🏫 Say: Partner A shares first for 45 seconds, then Partner B.

👨‍🎓 Students: Turn to your elbow partner. Use the sentence stems.

⏱️ Time: 90 sec

The order form shows the school paid $394.50 in total for 75 workbooks. What division would tell you the cost of one workbook, and why is it division and not multiplication?

Sentence starters (tap to use):

✍️ I think ___ because ___.

✍️ I agree with ___, and I would add ___.

✍️ My answer is different because ___.

✍️ One pattern I notice is ___.

Stretch further:

➕ I estimate about ___ pods because 18.9 is close to ___.

➕ Dividing roughly 18 by 6 gives ___, so ___.

90s

👂 Listen For

Students explain you slide the decimal point right in the divisor to make it whole (6.3 to 63) and slide the dividend's point right the same number of places, naming 18.9 as the dividend and 6.3 as the divisor.

Extend: Estimate how many pods can be filled before computing, then justify. About how many 6-kg groups fit in 18.9 kg?

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Lesson Phase

EXPLORE & PRACTICE

⏱ ~18 min

Reveal Math Grade 6 Visual Model 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Visual Modeling Workspace

Use the drawing tray below to annotate the visual model. Teacher: say "Click to reveal" on key steps.

Reveal Math Grade 6 Explore 6.NOS.3

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Explore Activity

Complete the table. First slide the decimal point to the right until the divisor is a whole number, sliding it the same number of places in both numbers. Then run the long-division cycle — divide, multiply, subtract, bring down — to find the quotient.

multiplydivideequivalentsame quotientwhole numberdecimal

✍️ Explore Discourse

Why does moving the point the same number of places in both numbers give you the same quotient — and why is it worth doing before you start the divide, multiply, subtract, bring down cycle?

Multiplying both numbers by ___ doesn't change the quotient because ___.

Reveal Math Grade 6 Whiteboard CFU 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Whiteboard Moment

🖊️ WHITEBOARD CFU

👨‍🎓 Students: On your whiteboard or paper, solve ONE quick problem using today's strategy. Hold it up when done.

⏱️ Time: 2 min

Show your work clearly. Be ready to explain your thinking to a partner.

Reveal Math Grade 6 Discuss Explore 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Turn & Talk — Explore

🗣️ TURN & TALK

👩‍🏫 Say: Partner A shares first for 45 seconds, then Partner B.

👨‍🎓 Students: Turn to your elbow partner. Use the sentence stems.

⏱️ Time: 90 sec

When you divided 18.9 by 6.3, how did you use equivalent division to make the divisor a whole number?

Sentence starters (tap to use):

✍️ I moved both decimal points ___ place, changing it to ___ ÷ ___.Moví ambos puntos decimales ___ lugar, cambiándolo a ___ ÷ ___.

✍️ The quotient is ___.El cociente es ___.

Stretch further:

➕ Moving both points keeps the answer the same because ___.

➕ It is like multiplying the top and bottom of a fraction by ___, which ___.

WORD BANK:

dividenddivisorquotientDecimal Division Algorithmequivalent division

90s

👂 Listen For

Students rewrite 18.9 ÷ 6.3 as 189 ÷ 63 = 3, explaining moving both points one place keeps the division equivalent, so 3 pods are filled.

Extend: Why does moving BOTH decimal points the same number of places keep the answer the same? Justify with what you know about equivalent fractions.

Reveal Math Grade 6 Practice A 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Practice Check A

📝 QUICK CHECK

❓ Ask: Give students 1 minute. Cold-call one student to defend their answer.

⏱️ Time: 2 min

A water tank holds 19.2 liters. It is poured into bottles that each hold 1.6 liters. How many bottles can be filled?

✍️ Show Your Work

Explain why your answer is correct using today's vocabulary.

Teacher reveal: 19.2 ÷ 1.6: multiply both by 10 → 192 ÷ 16 = 12 bottles.

Reveal Math Grade 6 Practice B 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Practice Check B

📝 QUICK CHECK

❓ Ask: Partner discussion first, then vote.

⏱️ Time: 2 min

What is 14.4 ÷ 1.2?

✍️ Show Your Work

Explain why your answer is correct using today's vocabulary.

Teacher reveal: Multiply both by 10: 144 ÷ 12 = 12.

Reveal Math Grade 6 Ratio Table Builder 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Ratio Table Builder

📊 RATIO TABLE

👨‍🎓 Students: Work at your own pace. Check with a partner before we discuss.

⏱️ Time: 5 min

✍️ Justify Your Thinking

Reveal Math Grade 6 Sort It Out 6.NOS.3

Sort: should you multiply both numbers by 10 or by 100 to make the divisor a whole number?

Card Bank — cut or drag these cards:

⠿6.3 ÷ 0.7 → multiply by 10

⠿8.4 ÷ 2.1 → multiply by 10

⠿13.6 ÷ 1.7 → multiply by 10

⠿7.56 ÷ 0.12 → multiply by 100

⠿8.28 ÷ 0.36 → multiply by 100

⠿9.45 ÷ 0.15 → multiply by 100

Multiply Both by 10

Multiply Both by 100

Reveal Math Grade 6 Error Analysis 6.NOS.3

⚠ Find Derek's Mistake

A classmate turned in the work below. One step has a mistake. Read every step, find it, name it, and fix it.

Student's work — read every step:

1 Problem 7.2 ÷ 0.45

2 Multiply divisor by 10 0.45 × 10 = 4.5

3 Multiply dividend by 10 7.2 × 10 = 72

4 Divide 72 ÷ 4.5 = 16

Which step has the error?

Reveal Math Grade 6 Choice Board 6.NOS.3

Choose ONE option to show what you know — then do it in the workspace below.

I chose option — my work:

Reveal Math Grade 6 Think Write 6.NOS.3

Use evidence from today's lesson to complete each frame.

Frame 1 Explain the Rule

Today's key idea is: "Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down." — and it works because ___.

Frame 2 Because / But / So

Because Divide Decimals means ___, but a tricky part is ___, so I have to ___.

Frame 3 Catch the Mistake

A common mistake with Divide Decimals is ___. It happens because ___, and the fix is ___.

Frame 4 Prove It

I can prove my answer is correct by ___, using Dividend to check my work.

Reveal Math Grade 6 Because · But · So 6.NOS.3

✍️ TWR · WRITE 3 SENTENCES · 7 MIN

Sentence kernelDecimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down.

because

Give a reason

Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down. because ___

but

Name a tricky part

Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down. but ___

so

State what it means

Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down. so ___

Reveal Math Grade 6 Sentence Expansion 6.NOS.3

🌱 TWR · GROW THE KERNEL · 6 MIN

Sentence kernelToday we used Divide Decimals.

Answer these to add detail

What exactly?When?Where in real life?Why does it work?How did we use it?

Sentence starters (tap to use)

First, …For example, …This means that …In other words, …As a result, …I know this because …

Reveal Math Grade 6 Student Workspace 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Student Workspace

📊 FILL THE TABLE

👨‍🎓 Students: Complete the missing cells. Check with a partner before we discuss.

⏱️ Time: 5 min

Complete the table. First slide the decimal point to the right until the divisor is a whole number, sliding it the same number of places in both numbers. Then run the long-division cycle — divide, multiply, subtract, bring down — to find the quotient.

Column A	Column B

✏️ Sketch Your Strategy

Reveal Math Grade 6 Differentiation 6.NOS.3

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Differentiation Paths

🎯 CHOOSE YOUR LEVEL

👩‍🏫 Say: Everyone works on the same math goal — pick the level of support that fits today.

⏱️ Time: 8–10 min independent or partner

🧩 Level 0 · Most support

Step-by-step with a worked model and sentence frames.

🌱 Level 1 · Support

What is 14.4 ÷ 1.2?

🎯 Level 2 · Core

Core practice aligned to the standard.

🚀 Level 2+ · Enrichment

Extension with error analysis or multi-step reasoning.

Reveal Math Grade 6 Partner Activity 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Partner Activity

🤝 PARTNER WORK

📦 Materials: Whiteboards or paper, pencils, vocabulary reference cards

👨‍🎓 Students: Partner A solves, Partner B coaches. Switch roles on the next problem.

⏱️ Time: 6 min

Work with your partner on the practice problems at your differentiation path level. Explain each step using math vocabulary.

Reveal Math Grade 6 CFU 4 6.NOS.3

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Check for Understanding #4

✋ CFU · THUMBS

❓ Ask: Thumbs up if you and your partner agree on your answer.

⏱️ Time: 30 sec

Teacher: If >30% thumbs down, re-teach with a fresh example before moving on.

Reveal Math Grade 6 Math in the Wild 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Real-World Connection

🌍 Math in the Wild

👩‍🏫 Say: Read the scenario. Ask: where else have you seen this kind of math?

A ribbon is 16.8 feet long. You need to cut it into pieces that are each 2.4 feet long for a craft project.

dividedecimalquotient7equalpieceswhole number

✍️ Connection Reasoning

How does decimal division help you figure out how many pieces you can cut?

I can cut ___ pieces because 16.8 ÷ 2.4 = ___.

Reveal Math Grade 6 Discuss Connect 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Turn & Talk — Connect

🗣️ TURN & TALK

👩‍🏫 Say: Partner A shares first for 45 seconds, then Partner B.

👨‍🎓 Students: Turn to your elbow partner. Use the sentence stems.

⏱️ Time: 90 sec

The station has 22.5 meters of oxygen tubing, cut into hoses that are each 1.5 meters long. How does decimal division tell you how many hoses you can make?

Sentence starters (tap to use):

✍️ I can make ___ hoses because I divided 22.5 by ___.Puedo hacer ___ mangueras porque dividí 22.5 entre ___.

✍️ I moved both decimals to change it to ___ ÷ ___.Moví ambos decimales para cambiarlo a ___ ÷ ___.

Stretch further:

➕ I can check by multiplying ___ × ___ = ___.

➕ If the product equals the total tubing length, then ___.

WORD BANK:

dividenddivisorquotientDecimal Division Algorithmequivalent division

90s

👂 Listen For

Students rewrite 22.5 ÷ 1.5 as 225 ÷ 15 = 15, so 15 hoses can be made with none left over.

Extend: How can you check that 15 hoses is correct without redividing? Show the check.

Reveal Math Grade 6 Summarize 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

Key Concept

Summarize: Divide Decimals Using an Algorithm

Decimal Division Algorithm. 1. Make the divisor a whole number: slide its decimal point to the right. 2. Slide the dividend's decimal point to the right the same number of places. 3. Write the answer's decimal point in the column directly above the dividend's point, then divide as whole numbers using Divide → Multiply → Subtract → Bring Down.

In your own words:

✅

Lesson Phase

CLOSURE & REFLECT

⏱ ~8 min

Reveal Math Grade 6 Exit Ticket 6.NOS.3

Reflection

Today I learned that ___ because ___.

One thing I am still not sure about is ___.

Quick Exit Ticket

What is 19.2 ÷ 0.8?

Reveal Math Grade 6 Goal Tracker 6.NOS.3

Reveal Math Grade 6 Bonus Check 6.NOS.3

🎯 I can divide with decimals by making the divisor a whole number first.

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Bonus Exit Check

📝 QUICK CHECK

❓ Ask: Optional for early finishers.

⏱️ Time: 2 min

What is 3.78 ÷ 0.6?

✍️ Show Your Work

Explain why your answer is correct using today's vocabulary.

Teacher reveal: Multiply both by 10: 37.8 ÷ 6 = 6.3.

Reveal Math Grade 6 Reflection 6.NOS.3

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Reflection & Self-Assessment

3 Things I learned:

2 Connections:

1 Question:

Self-Assessment:

Reveal Math Grade 6 Digital Activity 6.NOS.3

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Continue Learning

🎮

Launch the Full Interactive Activity

Students continue practice in the HTML lesson engine with auto-check, hints, and differentiation.

Open Lesson Activity ↗ Family Homework ↗

👩‍🏫 Say: Early finishers: open the activity. Everyone else: start homework tonight.

Reveal Math Grade 6 Family Connection 6.NOS.3

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Family Connection

Share tonight's family homework and discuss one vocabulary word at home.

Open Family Homework ↗

👩‍🏫 Say: Tell families: "Ask your student to teach you one thing from today's lesson."

Reveal Math Grade 6 Teacher Notes 6.NOS.3

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Teacher Notes

⏱️ Pacing Guide

Launch & vocab: 12 min
I Do / We Do / You Do: 15 min
Explore & practice: 15 min
Connect & closure: 8 min

Total: ~45 min

🎯 Listen For · Common Errors

• Students explain you slide the decimal point right in the divisor to make it whole (6.3 to 63) and slide the dividend's point right the same number of places, naming 18.9 as the dividend and 6.3 as the divisor.

• Students rewrite 18.9 ÷ 6.3 as 189 ÷ 63 = 3, explaining moving both points one place keeps the division equivalent, so 3 pods are filled.

• Students rewrite 22.5 ÷ 1.5 as 225 ÷ 15 = 15, so 15 hoses can be made with none left over.

• Students explain that a whole-number divisor lets them divide normally, and equivalent division keeps the quotient the same while removing the decimal from the divisor.

Common mistake: A common mistake in Divide Decimals is moving the decimal point in the divisor but forgetting to move it the same number of places in the dividend. For example, in 6.4 ÷ 0.8 a student changes 0.8 to 8 but leaves the dividend as 6.4, then divides 6.4 ÷ 8 = 0.8 instead of moving both points to get 64 ÷ 8 = 8. A second version of this mistake happens when the divisor has two decimal places, like 0.12: students move both points only 1 place instead of 2, turning 9.6 ÷ 0.12 into 96 ÷ 1.2 instead of the correct 960 ÷ 12. Count the divisor's decimal places first, then move BOTH points that same number of places.

Reveal Math Grade 6 Answer Key 6.NOS.3

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Answer Key (Teacher Appendix)

Hide this slide during presentation or move to the end of your copy.

✓ Practice 1: 12 bottles — 19.2 ÷ 1.6: multiply both by 10 → 192 ÷ 16 = 12 bottles.

✓ Practice 2: 12 — Multiply both by 10: 144 ÷ 12 = 12.

✓ Practice 3: 6.3 — Multiply both by 10: 37.8 ÷ 6 = 6.3.

✓ Practice 4: 12 — 8.4 ÷ 0.7 = 84 ÷ 7 = 12.

✓ Exit ticket: 24 — Multiply both by 10: 192 ÷ 8 = 24.

Factor	A	B
×1
×2
×3