Free Printable WorksheetMathGrade 5Math Curriculum5.22

5.22 Multiply and Divide Numbers Ending in Zeros Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 5 Math worksheet provides structured practice on 5.22 Multiply and Divide Numbers Ending in Zeros. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Skill description: Select the correct value of products or quotients of numbers ending in zeros and identify the correct number of zeros in the answer. Choose the statement that best justifies the answer using place-value language and an estimation check. Corresponding standards: CCSS 5.NBT.B.5; CCSS 5.NBT.B.6.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 5

Subject

Math

Domain

Math Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 5.22 Multiply and Divide Numbers Ending in Zeros skill assessments:

Problem 1Difficulty: Mastery

Compute using place-value shortcuts. Compute: 1,500,000 ÷ 3,000 = ?

Solution & Explanation:Use place value to cancel tens: both numbers end in at least 3 zero(s), so divide both by 1,000. Now compute 1,500 ÷ 3 = 500. Estimation check: 1,500,000 ÷ 3,000 should be close to 1500 ÷ 3, so 500 is reasonable.

Problem 2Difficulty: Mastery

Cole says 6,400,000 ÷ 1,600 = 4000. Which statement best justifies the quotient using place-value language and an estimation check?

ASince both numbers end in 2 zero(s), divide both by 100 first: 64,000 ÷ 16 = 4000. Estimating with the reduced numbers shows the quotient is the right size.

BMove all zeros from the dividend to the quotient. 6,400,000 has 5 zeros, so the answer must end in 5 zeros.

CDivide the non-zero parts but × keep × the zeros from the divisor: 64000 ÷ 16 = 4000, then add 2 zeros to the end.

DSubtract the zeros: 6,400,000 has 5 zeros and 1,600 has 2 zeros, so the quotient should have 4 zeros.

Solution & Explanation:Correct choice: A. Use place value to cancel tens: both numbers end in at least 2 zero(s), so divide both by 100. Now compute 64,000 ÷ 16 = 4000. Estimation check: 6,400,000 ÷ 1,600 should be close to 64000 ÷ 16, so 4000 is reasonable.

Problem 3Difficulty: Mastery

Hana says 1,500 × 6,000 = 9,000,000. Which statement best justifies the answer using place-value language and an estimation check?

AAdd the numbers of zeros to the product of the whole numbers: 1,500×6,000 is about 7,500 with zeros.

BRewrite 1,500 = 15 × 100 and 6,000 = 6 × 1,000; then (15×6)×100,000 = 9,000,000. An estimate 15×6 with 5 zeros supports it.

CMultiply 15×6=90 and add only 4 zero(s), because one zero “doesn’t count” when you multiply.

DUse addition: since both numbers end in zeros, you can add 1,500+6,000 and keep the zeros to get the product.

Solution & Explanation:Correct choice: B. Break by place value: 1,500 = 15 × 100 and 6,000 = 6 × 1,000. Multiply the non-zero parts: 15 × 6 = 90. Then multiply by 100 × 1,000 = 100,000, which adds 5 zero(s): 9,000,000. Estimation check: 15×6 is 90, so the answer should be about 90 thousand/million/etc. with 5 zeros—matching 9,000,000.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 5 Math students. It aligns with educational standard 5.22 (Multiply and Divide Numbers Ending in Zeros).