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
List the choices you can make regarding the remainder in a division 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?
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.
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?
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 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)
Stephanie Sharrer

17. Let’s Try One!! What does this mean?
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
2 packs of socks will cost him $14. That means he has $6 left. Is that enough for another pack?
What does this mean?

18. Let’s Try Another One!! 102 students 8 rulers per box 102 ÷ 8 = 12 r 6
Marcy buys rulers for the entire 5th grade class. There are 102 students in her grade level. Each box has 8 rulers. How many boxes will Marcy need to buy?
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.
102 students
8 rulers per box
102 ÷ 8 = 12 r 6
What does this mean?

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

20. 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?

21. 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?

22. 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?

23. 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?

24. 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?

25. 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

26. 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

27. 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