Interpreting Remainders in Division Story Problems Your name: Grade level and school: Title of lesson/activity: Teaching date(s)

and time(s): Estimated time for lesson/activity: Overview: Ren Blough 5th Grade at Lawton Interpreting Remainders in Division Story Problems November 10th at 2:00 15 minutes for the Discussion & 5 minutes for the end-ofdiscussion check Overview In this lesson, students will solve a division problem that contains a remainder. Students will then make up a story problem that goes along with the division problem that takes into account the remainder. The class will then have a discussion about the different possibilities division story problems have with remainders. Everyday Math (Grades 4-6) Section 4.6

Sources:

Anticipating student ideas:

Attending to the Learners Students will cover section 4.6 the previous day. They will be familiar with the three different things you can do with a remainder in a story problem. You can (1) round up (2) ignore it or (3) represent it as a fraction or decimal. Students will also have prior knowledge on what a remainder is in a fraction problem.

Making the content accessible to all students:

Learning Goals

All students are asked to be able to explain their answers. For students who are having a hard time with the task, I will be sure to ask a lot of comprehension questions throughout the entire lesson. I will also ask students who had good strategies for figuring out the problem explain their thinking to the class. I will then ask someone who I know is struggling with the problem to summarize how the first student solved the problem. This will not only help the student who is summarizing, it will also provide another chance for others in the classroom to hear the explanation in other words. Learning Goals Students will be able to determine whether a proposed solution is actually a solution or not listen to classmates and agree or disagree with other proposed ideas explain how they arrived at their answer determine how to interpret a remainder in terms of the story problem N.MR.05.01 Understand the meaning of division of whole numbers with and without remainders; relate division to fractions and to repeated subtraction. N.MR.05.02 Relate division of whole numbers with

Connection to Standards

remainders to the form a = bq + r, e.g., 34 5 = 6 r 4, so 5 6 + 4 = 34; note remainder (4) is less than divisor (5). Instructional Sequence Steps Describing What the Teacher and Students Will Do: Today we will be talking about division story problems. Yesterday you talked about what to do with remainders in story problems. Do you always do the same thing with the remainders? What are the different ways to interpret remainders? (3 ways, write on board) You can (1) round up (2) ignore it or (3) represent it as a fraction or decimal. I need my distributors to pass out the problem. (Wait until everyone has a copy). Can someone read the problem? (The problems will also be written on the overhead). Solve the following division problem: 336 The following story problems can be modeled using 33 6. Next, read the following story problems and write your answer below the question. If there is a remainder, make sure you decide what to do with it in terms of each story problem. (Stop reading here)

Tim e
3 min

Main components Set-up:

Notes and Reminders

(1. A group of 6 first graders who want to share 33 animal stickers equally. How many stickers will each first grader get? 2. A group of 6 teenagers want to share $33 equally. How much money will each teenager receive? 3. There are 33 students who need to ride to the zoo. They will be taking cars that can only hold 6 students each. How many cars will be needed? 4. A group of 6 classmates want to share 33 markers equally. How many markers will each classmate receive?)
Can someone restate in their own words what this problem is asking?

Tim e

Main components

Steps Describing What the Teacher and Students Will Do: What is the first thing we should do? Then what? What is this question saying about remainders? Does everyone understand what the problem is asking up to do?

Notes and Reminders

Make sure you explain each of your answers. So in addition to your answer, you should also provide an explanation of how you came up with that answer. You can use pictures or words in your explanations. I will give you 7 minutes to complete this task. You may begin.
4 min

Independen t work on problem:

As students work independently, circulate throughout the classroom and note the types of solutions students are recording. Note both solutions that are correct and solutions are incorrect. You might also note solutions that appear to be absent and solutions that do not fit the conditions of the problem. Consider asking a few students to explain why an answer is a solution to you. If a student appears to be stuck, ask a question like: What are you trying to do here? Note students who did different things with their remainders. Note students who used pictures or charts as a way of explaining their answers.

Students may need reminders about what to do with the remainders in the context of their story problem.

1 min

Launching of Discussion:

Get the attention of the class. Pose question: Could someone share the solution that they got for the division problem? What did you get as the solution to the division problem? Once everyone has agreed on the correct answer, and some students explain how they got their answer, move on to the story problems. (For each

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Main components

Steps Describing What the Teacher and Students Will Do: story problem, ask for a volunteer to explain the method they used to solve the problem, and what they did with the remainder. Be sure to check the rest of the class for understanding.)

Notes and Reminders

6 min

Orchestrati on of the Discussion:

Have student record the answer on the overhead. Ask the student to discuss how they worked through the problem. If needed, ask, what did you do with the remainder?

Ask for another student to explain what the student did to get their answer and why it is or is not a solution. (e.g., Can you say what he just said in your own words?). Follow up questions for #: 1. How did you know you couldnt share the 3 remaining stickers equally? Why did you decide to do that with the remainder? 2. How did you know how much cents each person got? Why didnt they get only $5? 3. What does the remainder represent? How did you know that they needed another car? 4. How did you know you couldnt share the 3 remaining markers equally? What did you do with the remainder?

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Main components

Steps Describing What the Teacher and Students Will Do:

Notes and Reminders

Ask for another student to say if they agree that the story problem fits with the division problem and to explain why or why not. (e.g., Do you agree that [answer] is a solution? Can you explain why (or why not)?) Do you agree with how the remainder was treated in this solution? Use the follow up questions described above as needed and continue asking for additional solutions. Explanation for interpreting remainders in this way: 1. Here we ignore the stickers because we want everyone to have the same amount of stickers. We also cant cut the stickers in half, so we cant represent it as a decimal. 2. Here we represent the remainder as a decimal because we can break the remaining $3 up into smaller amount and give them out equally. 3. Here we want to round up because there is a remainder of 3 students who also want to go to the zoo, so they need their own car. 4. Here we are going to use the same method as the 1st problem because we want to share evenly and we cant cut the markers.
1 min

Conclusion:

5 min

End-ofdiscussion

Although we were all working with the same division problem, we came up with different answers for each story problem. So when we are working with remainders in story problems we really have to pay attention to what we will do with the remainders. 100% of the time, the story problem tells us what to do with the remainder. It is our job to determine if we ignore, round up, or represent the remainder as a fraction or decimal. So we always need to read the problem carefully to know what to do. Can someone read the problem aloud so the whole class can hear?

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Main components check

Steps Describing What the Teacher and Students Will Do: After tennis practice, Andys job is to pick up all the tennis balls and carry them back to the gym. Andy has 33 tennis balls and he can only carry 6 tennis balls at once. How many trips will he need to take to get all 33 tennis balls back to the gym? Can someone restate in their own words what this problem is asking? Does everyone understand what the problem is asking us to do? You have 3 minutes to finish the problem. Make sure you explain your answers and work independently.

Notes and Reminders