2-36th grade math

Interpret the Remainder

Objective

• To interpret quotients and remainders in division problems.

• Why? To understand you need to involve the remainder in solving some problems. It’s not “just the left-over.”

California State Standards MR 2.5: Express the solution clearly and logically by

using the appropriate mathematical notation…MR 2.2: Apply strategies and results from simpler

problems to more complex problems.

Vocabulary• Quotient– The answer from division• 2 is the quotient 8 is the divisor 16 is the dividend

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How to Interpret the Remainder1) Read the problem and

comprehend what the question is asking

2) Divide the problem3) Whatever the quotient

is add 1 more number to the answer

A group of 10 students is at a park. Each car of the Ferris Wheel holds 4 people. What is the least number of cars needed so that all the students can ride the Ferris Wheel?

r 2

Need 3 cars.

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Try It!

A group of 11 kids wanted to visit an exhibit. They can only go in as groups of 4. How many groups can they make?

r 3

They will make 3 groups. 2 groups will be full with 4 students. 1 group will only have 3 students.

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Try Some More!1) There are 26 students in

a class, plus a teacher. The teacher wants one parent to accompany each group of 4 students. The teacher will go with the remaining students. How many chaperones will the teacher need?

2) What does the remainder represent/mean?

3) How many groups will see the show?

1) r 2

The teacher will need 6 chaperones.

2) The remainder represents …

The number of students the teacher will have in her group.

3) There will be 7 groups.

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Objective Review

• To interpret quotients and remainders in division problems.

• Why? You now understand that you need to involve the remainder in solving some problems. It’s not “just the left-over.”

Independent Practice

• Complete problems 4-6• Copy original problem

first.• Show all work!

• If time, work on Accelerated Math.