Dividing decimals to hundredths
In 5th grade, children learn to divide decimals to hundredths, like 3.6 ÷ 4 and 3 ÷ 0.5, by sharing equally or by counting how many groups fit, and to explain how that matches the written steps.
By Robert “Bobby” BarnettMath teacher, parent, and founder of Bobby’s Math Club
Try these with your child
These are real questions from our 5th grade practice. Tap the speaker to hear one read aloud, or the light bulb for a hint, and talk about the answer together.
Question 1 of 3
Mr. Ortiz has $2.70. He divides it evenly among 3 children. How much money does each child get?
- $8.10
- $9.00
- $0.90
Why this matters
Dividing decimals helps your child answer two questions that come up all the time: how much does each person get, and how many will fit? Splitting a $12.60 bill three ways is decimal division. So is working out how many 0.25-liter cups a 2-liter bottle fills. In 6th grade it leads to unit prices and rates, and to dividing decimals of any length.
Since dividing undoes multiplying, your child can return to multiplying decimals to hundredths if dividing feels shaky.
Where kids can get stuck
- Treating 3 ÷ 0.5 like 3 ÷ 2 and answering 1.5, instead of counting how many halves fit into 3, which is 6.
- Losing track of the decimal point when sharing, so 3.6 ÷ 4 comes out as 9 instead of 0.9.
- Writing a remainder instead of going on into hundredths, so 4.5 ÷ 2 ends as 2 remainder 0.5 rather than 2.25.
How you can help
- Ask a question with money: how many 25-cent stickers can you buy with $2.50? Let your child connect it to 2.50 ÷ 0.25 = 10 and explain their thinking.
- Split a bill at the table. If a pizza costs $14.40 and three of you share it, ask your child how much each person pays, and have them check by adding the three shares.
- Draw a number line from 0 to 4.8 and have your child hop along it in jumps of 0.6, counting the jumps. Then ask how the 8 jumps match the written fact 8 × 0.6 = 4.8, so 4.8 ÷ 0.6 = 8.
Want a little more? Try Bobby's Math Club for free practice that adapts to your child.
Questions parents ask
Why is my child learning to divide decimals by asking how many fit?
Division has two meanings, and both help with decimals. Sharing works well for 3.6 ÷ 4: split 36 tenths into 4 equal groups, and each gets 9 tenths, or 0.9. But sharing 3 among half a group makes little sense. So for 3 ÷ 0.5, your child asks how many halves fit into 3. The answer, 6, is easy to believe once your child pictures six halves making 3.
Does my child need to do long division with decimals in 5th grade?
Some schools show a written method this year, but full fluency isn't expected yet. This year, your child divides decimals to hundredths using pictures, place value, and the whole-number division they already know. A problem like 4.25 ÷ 5 can be solved by sharing 425 hundredths into 5 groups of 85 hundredths, or 0.85. In 6th grade, children work toward fluency with the standard written method, and this year's understanding helps it make sense.
How can I help if dividing decimals feels harder than multiplying?
Lean on the multiplying your child already knows. Division asks the reverse question: for 4.8 ÷ 0.6, what times 0.6 makes 4.8? Since 6 × 0.6 is 3.6 and 8 × 0.6 is 4.8, the answer is 8. Starting from multiplication turns a hard-looking problem into a familiar one. It also gives your child a way to check any answer.
Make learning math fun
Bobby's Math Club turns 5th grade math practice into something fun to do together.
- Unlimited free practice
- Practice that starts where your child is and grows with them
- Hints when they are stuck, and a celebration when it clicks
Written by Robert “Bobby” Barnett
Bobby is an award-winning math teacher, the author of Meet Every Learner’s Needs, and the father of two elementary-school math learners. He uses Bobby’s Math Club with his own kids a few times every week. Learn more or contact Bobby.
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Join the clubNote for teachers: This skill is covered by Common Core math standard 5.NBT.B.7: “Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.” Learn how Bobby's Math Club can help your students grow. (Common Core 5.NBT.7)