The purpose of this activity is for students to practice division within 100 by playing a game called Race to 1. The goal of the game is to repeatedly divide numbers to get a quotient of 1.

• “¿Cómo les ayudó tener una forma eficiente de dividir mientras jugaban ‘Carrera hasta 1’?” // “How was having an efficient way to divide helpful as you played Race to 1?” (I had to decide which number I was going to divide, so it was helpful to be able to do it quickly.)
• “¿Qué estrategia fue útil mientras jugaban ‘Carrera hasta 1’?” // “What strategy was helpful as you played Race to 1?” (I had to think about which number I could divide by the number I rolled. I divided the smallest number by the largest divisor to get the quotient as small as possible so I could get to 1 first.)

The purpose of this activity is for students to practice dividing within 100. They do this by revisiting the Compare center introduced in a previous unit. (As was the case then, exclude cards with two-digit divisors from this activity.)

Students may compare expressions by finding the value of each or by reasoning (MP7). For example, when comparing and  , they can recognize that is greater because there are more groups of 4. When students divide within 100, they should have an efficient method for finding the quotient, but do not need to know the quotient from memory.

• “¿Qué estrategias de división fueron útiles mientras jugaban su partida?” // “What division strategies were helpful as you played your game?” (I used multiplication to help me divide. I used quotients that I knew to find quotients that I didn’t know.)