To solve problems by interpreting remainders based on

To solve problems by interpreting remainders based on the context. Year 5 - Number (WTS) Lesson 2

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Recap from the last lesson… Look at the skills and then quickly check your understanding. Previously, we covered using the “busstop” method in order to solve division equations. Let’s quickly recap the rules of using the bus stop method and then you can test what you remember on the next slide. 1. Place your dividend on the inside of the bus stop and the divisor on the outside. 2. Then ask yourself “how many times does the divisor go in to each digit of the dividend? ” it might be a good idea to write out a list of the divisors multiples if you are not confident with your times tables. 3. Write down the number of how many times it goes on top of the bus stop. 4. If the divisor doesn’t go fully into a digit, regroup the remainder on to the next digit and read the number as a two digit number.

Learning check: You do…. QUESTIONS: Solve the following equations: 1. 4804 ÷ 4 = 2. 3627 ÷ 3 = 3. 8424 ÷ 8 = Answers: 1. 1201 2. 1209 3. 1053 If you are struggling or didn’t get the correct answers, rewatch the video above which breaks down how to divide using bus stop. If you feel confident, carry on with the slides.

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Solve the following equations: One regrouping and remainder. 5057 ÷ 5 = More than one regrouping and remainder: 8393 ÷ 4 = Teacher Example… Fluency - dividing using bus stop with remainders. Now we are going to look at how we can turn our remainders into decimals and fractions.

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Learning check: You do…. Solve the following equations: 1. 824 ÷ 7 = 2. 941 ÷ 5 = 3. 324 ÷ 8 = If you are struggling with these equations, feel free to go back and watch the videos. Answers: 1. 117 r 5, 2. 188 r 1, 3. 40 r 4

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Application Question 1. A recipe to make sweet lemonade for 18 people includes, 36 lemons and 450 g of sugar. How much of ingredient would be needed to make the drink for 6 people? 2. There 127 children that are going a school trip in cars. Each car can take up to 5 children. How many cars will be needed to take all the children? Reasoning Question 340 children are going on a school trip in minivans. Each minivan can hold 9 people. Tommy argues that he will need 37 minivans. Do you agree? Explain your answer. Teacher Example… Application and reasoning questions. . . Watch the video to see how we can solve these problems.

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Learning check: You do…. Q 1 In order to make 365 cm long table, Jamie will need 410 nails and 195 screws. How many nails and screws will he need for a table that is 5 times smaller? Q 2 176 oranges are packed into bags. Each bag has 6 oranges. How many full sacks will there be? Q 3 Jimmy has 456 seeds that he wants to plant into 8 flower beds. He argues that he will have some seeds left over. Explain why he is wrong.

LI: To solve problems by interpreting remainders based on the context. I can place the dividend inside the bus stop and place the divisor outside the bus stop. I can divide each digit of the dividend by the divisor. I can regroup any remainders onto the next digit of the dividend. Vocabulary Divide Digit Dividend Divisor Quotient Share Grouped Bus stop Regroup Remainders Learning check: Answers: Q 1 In order to make 365 cm long table, Jamie will need 410 nails and 195 screws. How many nails and screws will he need for a table that is 5 times smaller? 410 ÷ 5 = 82 nails 195 ÷ 5 = 39 screws Q 2 176 oranges are packed into bags. Each bag has 6 oranges. How many full sacks will there be? 176 ÷ 6 = 29 full bags. (You don’t need to count the remainder because they don’t make a full bag. ) Q 3 Jimmy has 456 seeds that he wants to plant into 8 flower beds. He argues that he will have some seeds left over. Explain why he is wrong. Jimmy is wrong because 456 ÷ 6 = 57 with no remainder therefore there will be no seeds left over.

Well done! Now complete the worksheet below on the google doc. You can either write the answers on the google doc, or write it out on paper and send a picture of your work to your teacher. https: //docs. google. com/document/d/1 Pq 8 Js 1 t. GD 2 U 9 w. XRehj. Oz. WVt 0 ghh. PZb. NQYpk. HWi. QVit. E/edit Remember to log onto maths whizz as well this week!