Interpreting Remainders in Division Stephanie Sharrer Lets Look

Let’s Look Back… v. Solve the problem The 7 fifth grade teachers decided to

Let’s Discuss v. Share your solution, labels, and interpretation of what the remainder means

Read Aloud v. As I read aloud A Remainder of One, work through each

Think-Pair-Share List the choices you can make regarding the remainder in a division problem.

Methods of Interpreting the Remainder v. Drop the remainder (Drop It) v. Add 1

Let’s Take a Susan and Brianna baked 274 cupcakes. They brought the cupcakes to

Let’s Take a v. What operation are we using? How do you know? Division

Let’s Take a 68 _____ 4)274 -_____ 24 34 -_____ 32 2 Stephanie Sharrer

Let’s Take a v. What does the quotient (68) mean? 68 trays with 4

Let’s Change It Up a Little Susan and Brianna baked 274 cupcakes. They brought

Another Example Susan and Brianna baked 274 cupcakes. They brought the cupcakes to school

One More Time Susan and Brianna baked 274 cupcakes. They brought the cupcakes to

One More Time v. What operation are we using? How do you know? Division

One More Time 68 _____ 4)274 -_____ 24 34 -_____ 32 2 Stephanie Sharrer

One More Time v. What does the quotient (68) mean? 68 full cupcakes for

Let’s Try One!! Ken needs athletic socks. They come in packs of 3 for

Let’s Try Another One!! Marcy buys rulers for the entire 5 th grade class.

How About One More? Janice has $269 to spend on books. Each book costs

It’s Your Turn! There are 149 people in Jared’s class. Jared buys erasers for

It’s Your Turn! Chloe has $15 to spend on pencils. Each box of pencils

It’s Your Turn! Kris bakes 85 cookies for her class. There are 26 students

It’s Your Turn! Sam shares stickers with his class. Each sticker sheet has 5

It’s Your Turn! Penny brings candy for the class. Each package of candy has

Let’s Review And go over some key words and differences between methods Stephanie Sharrer

Drop It! Add It! Ignore the remainder and only use the quotient as your

On Your Own Be sure to answer EVERY part of the problem. 192 students

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Interpreting Remainders in Division Stephanie Sharrer

Let’s Look Back… v. Solve the problem The 7 fifth grade teachers decided to give their students a pizza party on the last day of school to celebrate their graduation. The teachers ordered 52 pizzas to split evenly among their classes. How much pizza will each teacher receive for their class? v Label the dividend, divisor, quotient, and remainder. v Try to determine what would happen to the remainder in this problem. Stephanie Sharrer

Let’s Discuss v. Share your solution, labels, and interpretation of what the remainder means in this problem with your shoulder partner. v. Who would like to share their solution with the class? Stephanie Sharrer

Read Aloud v. As I read aloud A Remainder of One, work through each problem presented in your notebook. Stephanie Sharrer

Think-Pair-Share List the choices you can make regarding the remainder in a division problem. Stephanie Sharrer

Methods of Interpreting the Remainder v. Drop the remainder (Drop It) v. Add 1 to the quotient (Add It) v. Use the remainder as the answer (Use It) v. Keep the remainder and write it as a fraction or a decimal (Keep It) Stephanie Sharrer

Let’s Take a Susan and Brianna baked 274 cupcakes. They brought the cupcakes to school for their friends in cupcake trays. If each tray holds 4 cupcakes, how many cupcake trays will they need to bring all the cupcakes to school? Stephanie Sharrer

Let’s Take a v. What operation are we using? How do you know? Division because we are sharing v. What is the dividend? 274 (total number of cupcakes) v. What is the divisor? 4 (number of cupcakes held in each tray) Stephanie Sharrer

Let’s Take a 68 _____ 4)274 -_____ 24 34 -_____ 32 2 Stephanie Sharrer quotient remainder

Let’s Take a v. What does the quotient (68) mean? 68 trays with 4 cupcakes each v. What does the remainder (2) mean? 2 cupcakes not in trays v. If I want to know how many trays Susan and Brianna will need to take ALL of the cupcakes to school, what will I do with the remainder? Add It! (add 1 more tray so that the 2 remaining cupcakes will also be packed for school) v. So how many trays will Susan and Brianna need? 68 + 1 more = 69 trays Stephanie Sharrer

Let’s Change It Up a Little Susan and Brianna baked 274 cupcakes. They brought the cupcakes to school for their friends in cupcake trays. How many cupcakes will be in the partially full tray? Stephanie Sharrer

Another Example Susan and Brianna baked 274 cupcakes. They brought the cupcakes to school for their friends in cupcake trays. How many full trays of cupcakes will Susan and Brianna have? 68 trays had 4 cupcakes each and 1 tray had the 2 leftover cupcakes So how many FULL trays will there be? DROP IT…there are 68 full trays Stephanie Sharrer

One More Time Susan and Brianna baked 274 cupcakes. They brought the cupcakes to school for their friends in cupcake trays. If Susan and Brianna are splitting the cupcakes between 4 classes, how many cupcakes will each teacher get? Stephanie Sharrer

One More Time v. What operation are we using? How do you know? Division because we are sharing v. What is the dividend? 274 (total number of cupcakes) v. What is the divisor? 4 (number of classes the cupcakes are being split between) Stephanie Sharrer

One More Time 68 _____ 4)274 -_____ 24 34 -_____ 32 2 Stephanie Sharrer quotient remainder

One More Time v. What does the quotient (68) mean? 68 full cupcakes for each teacher v. What does the remainder (2) mean? 2 cupcakes left over v. What is going to be done with the 2 left over cupcakes? They will be cut and split between the classes v. So how many trays will each class get? 68 2/4 cupcakes, or 68 ½ cupcakes (the remainder is used as a fraction over the divisor) Stephanie Sharrer

Let’s Try One!! Ken needs athletic socks. They come in packs of 3 for $7. Ken has a twenty dollar bill. How many packs of socks can he buy? How much money will he have left? • 1 pack costs $7 • $20 ÷ $7 = 2 r 6 What does this mean? 2 packs of socks will cost him $14. That means he has $6 left. Is that enough for another pack?

Let’s Try Another One!! Marcy buys rulers for the entire 5 th grade class. There are 102 students in her grade level. Each box has 8 rulers. How many boxes will Marcy need to buy? • 102 students • 8 rulers per box • 102 ÷ 8 = 12 r 6 What does this mean? If Marcy only buys 12 boxes of rulers, she would only be able to give a ruler to 96 students. Therefore, she will need to buy 13 boxes.

How About One More? Janice has $269 to spend on books. Each book costs $8. How many books can Janice buy? • $269 to spend • Each book costs $8 • $269 ÷ $8 = 33 r 5 What does this mean? Janice can buy 33 books because 33 x $8 = $264. She will have $4 left over after her purchase.

It’s Your Turn! There are 149 people in Jared’s class. Jared buys erasers for each of the students. Erasers are sold 4 to a package. How many packages of erasers does Jared need to buy?

It’s Your Turn! Chloe has $15 to spend on pencils. Each box of pencils costs $2. How many boxes of pencils can Chloe have buy? How much money will she have left after she buys the pencils?

It’s Your Turn! Kris bakes 85 cookies for her class. There are 26 students in her class. Each student receives the same number of cookies. She promises to give the extra cookies to her little brothers. How many cookies do her brothers get?

It’s Your Turn! Sam shares stickers with his class. Each sticker sheet has 5 stickers. If Sam’s class has 32 people, how many sheets of stickers does sam need?

It’s Your Turn! Penny brings candy for the class. Each package of candy has 9 pieces. There are 67 students in her class. How many packages of candy does Penny need to bring?

Let’s Review And go over some key words and differences between methods Stephanie Sharrer

Drop It! Add It! Ignore the remainder and only use the quotient as your answer. Take the quotient and add 1 more. Use this when the question asks for FULL or WHOLE items or when the item cannot easily be split in real life. Use this when everything or everyone has to fit and you can’t leave anything out. Share It! Use It! Include the remainder in your answer as a fraction or a decimal. Use the remainder (and not the quotient) as your answer. Use this with money, food, or measurements that are easy to split in real life. Use this when the question asks how much is left over or left out or partially filled. Stephanie Sharrer

On Your Own Be sure to answer EVERY part of the problem. 192 students want to play football in the Spring Lake League. If 7 people can play on each team, how many full teams can be made? How many students will be left out? Stephanie Sharrer How many teams would be necessary in order to allow every student to play?