Interpreting Remainders in Division

Stephanie Sharrer

Let’s Look Back…Solve the problem

Label the dividend, divisor, quotient, and remainder.

Try to determine what would happen to the remainder in this 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?

Stephanie Sharrer

Share your solution, labels, and interpretation of what the remainder means in this problem with your shoulder partner.

Who would like to share their solution with the class?

Let’s Discuss

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As I read aloud A Remainder of One, work through each problem presented in your notebook.

Read Aloud

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Think-Pair-ShareTry to come up with at

least 1 thing we could do with the remainder

in a problem.

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Drop the remainder (Drop It)Add 1 to the quotient (Add It)Use the remainder as the

answer (Use It)Keep the remainder and write

it as a fraction or a decimal (Keep It)

Methods of Interpreting

the Remainder

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Let’s Take aSusan 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 What operation are we using? How do

you know?

What is the dividend?

What is the divisor?

Division because we are sharing

274 (total number of cupcakes)

4 (number of cupcakes held in each tray)

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Let’s Take a

4)274_____6

24-_____34

8

32-_____2

quotient

remainder

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Let’s Take a What does the quotient (68) mean?

What does the remainder (2) mean?

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?

So how many trays will Susan and Brianna need?

68 trays with 4 cupcakes each

2 cupcakes not in trays

Add It! (add 1 more tray so that the 2 remaining cupcakes will also be packed for school)

68 + 1 more = 69 trays

Let’s Change It Up a LittleSusan 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?

How many cupcakes will be in the partially full tray?

T-P-S: What are we looking for now? What

are we going to do with the remainder to find

the answer?

USE IT…So there are 2 cupcakes in the

partially full trayStephanie Sharrer

Another ExampleSusan 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?

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?

Stephanie SharrerDROP IT…there are 68 full trays

One More TimeSusan 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?

If Susan and Brianna are splitting the cupcakes between 4 classes, how many cupcakes will each teacher get?

Stephanie Sharrer

One More TimeWhat operation are we using? How do

you know?

What is the dividend?

What is the divisor?

Division because we are sharing

274 (total number of cupcakes)

4 (number of classes the cupcakes are being split between)

Stephanie Sharrer

One More Time

4)274_____6

24-_____34

8

32-_____2

quotient

remainderStephanie Sharrer

One More TimeWhat does the quotient (68) mean?

What does the remainder (2) mean?

What is going to be done with the 2 left over cupcakes?

So how many trays will each class get?

68 full cupcakes for each teacher

2 cupcakes left over

They will be cut and split between the classes

68 2/4 cupcakes, or 68 ½ cupcakes (the remainder is used as a fraction over the divisor)

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Let’s ReviewAnd go over some key words and

differences between methods

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Drop It!Ignore the remainder and only use

the quotient as your answer.

Use this when the question asks for FULL or WHOLE items or when the item cannot easily be split in

real life.

Share It!Include the remainder in your

answer as a fraction or a decimal.

Use this with money, food, or measurements that are easy to

split in real life.

Add It!Take the quotient and add 1 more.

Use this when everything or everyone has to fit and you can’t

leave anything out.

Use It!Use the remainder (and not the

quotient) as your answer.

Use this when the question asks how much is left over or left out or

partially filled.Stephanie Sharrer

Group Work TimeNow it’s time for you to practice!

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DirectionsWork in your group to solve word problemsUse the 4 ways to interpret remainders-Drop It, Keep It,

Add It, Use It-in your discussions with your group members

Complete 2 word problems and your checklist at each stationThe checklist tells you what needs to be done for

each word problem and also asks you to explain how you knew which method of interpreting the remainder to choose for each question.

Now each of you need to take your math notebook, a pencil, and checklist with you to the group number station.

Questions? Stephanie Sharrer

Time Is Up!Now it’s time for individual practice!

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On Your OwnNow it is time to show what you have learned.Solve the multi-step problem provided in your

math notebook.

When you have completed ALL parts of the question, raise your hand and I will check your work.

Once your work has been checked, write a reflection on what you learned using The Most Important Thing About template.

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The Most Important Thing About…

The most important thing about interpreting remainders is…

Really Important Detail #1:

Really Important Detail #2:

Really Important Detail #3:

But the most important thing about interpreting remainders is…

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On Your OwnBe 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?

How many teams would be necessary in order to allow every

student to play?Stephanie Sharrer