1. Interpreting Remainders in Division
Stephanie Sharrer

2. Let’s Look Back… 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?
Label the dividend, divisor, quotient, and remainder.
Try to determine what would happen to the remainder in this problem.
Stephanie Sharrer

3. Let’s Discuss
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?
Stephanie Sharrer

4. Read Aloud
As I read aloud A Remainder of One, work through each problem presented in your notebook.
-After each problem is presented in the book, allow students to work through the problem. After students have solved the problem, give them time to discuss their answers with a classmate.
Stephanie Sharrer

5. Think-Pair-Share
Try to come up with at least 1 thing we could do with the remainder in a problem.
Think-Pair-Share is a cooperative learning strategy where students are presented with a question or problem and given some time to “Think.” Once students have had time to answer the question themselves, they “Pair” up with a partner and discuss their answers. Then, pairs of students will “Share” their answers with the whole class.
Stephanie Sharrer

6. Methods of Interpreting the Remainder
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)
Stephanie Sharrer

7. 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

8. 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)
Stephanie Sharrer

9. Let’s Take a 6 8 4)274 - 24 3 4 - 32 2 _____ _____ _____ quotient
remainder
Stephanie Sharrer

10. 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)
more = 69 trays
Stephanie Sharrer

11. 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?
If each tray holds
4 cupcakes, how many cupcake trays will they
need to bring all the cupcakes to school?
USE IT…So there are 2 cupcakes 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?
Stephanie Sharrer

12. DROP IT…there are 68 full trays
Another Example
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?
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

13. 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?
If each tray holds
4 cupcakes, how many cupcake trays will they
need to bring all the cupcakes to school?
Stephanie Sharrer

14. One More Time 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 classes the cupcakes are being split between)
Stephanie Sharrer

15. One More Time 6 8 4)274 - 24 3 4 - 32 2 _____ _____ _____ quotient
remainder
Stephanie Sharrer

16. One More Time What 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 cupcakes 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)
Stephanie Sharrer

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

18. Drop It! Add It! Share It! Use 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.
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.
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.
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

19. Now it’s time for you to practice!
Group Work Time
Now it’s time for you to practice!
Stephanie Sharrer

20. Questions? Directions Work in your group to solve word problems
Use 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 station
The 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.
-Count students off into 5 groups. Make sure students remember their number but have them stay in their seats until after directions have been reviewed.
Questions?
Stephanie Sharrer

21. Now it’s time for individual practice!
Time Is Up!
Now it’s time for individual practice!
Stephanie Sharrer

22. On Your Own Now 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.
Stephanie Sharrer

23. 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…
Example of "The Most Important Thing About":
The most important thing about interpreting remainders is to look at what the question is asking.
Really Important Detail #1: You must look at what each number in the problem stands for.
Really Important Detail #2: When you get an quotient, refer back to the problem to figure out what the quotient actually represents.
Really Important Detail #3: There are 4 ways of interpreting the remainder: Add It, Keep It, Drop It, Use It!
But the most important thing about interpreting remainder is to look at what the question is asking.
Stephanie Sharrer

24. 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?
How many teams would be necessary in order to allow every student to play?
Stephanie Sharrer