2-3 6 th grade math interpret the remainder. objective to interpret quotients and remainders in...

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2-3 6 th grade math Interpret the Remainder

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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.

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Page 1: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

2-36th grade math

Interpret the Remainder

Page 2: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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.”

Page 3: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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.

Page 4: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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

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Page 5: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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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Page 6: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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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Page 7: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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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Page 8: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

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.”

Page 9: 2-3 6 th grade math Interpret the Remainder. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve

Independent Practice

• Complete problems 4-6• Copy original problem

first.• Show all work!

• If time, work on Accelerated Math.