Task# What is 23 ÷ 5?

Illustrative MathematicsVaries

When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number/decimal (as with Part (c)). Part (a) presents two variations on a context that require these two different responses to highlight the distinction between them. The second variation intentionally exchanges dollars for dimes because the division can be demonstrated very nicely with a chip (or money) model, and it fits precisely with the steps of long division of decimal numbers, helping to lay the foundation for that algorithm.