A Remainder of One: Division with Remainders Lesson Plan

Lesson Subject
Math

Lesson Title
Division with Remainders

Grade Level
4th Grade

Student Academic Learning Objectives

1. Students will visualize division equations with remainders through the use of arrays and/or
manipulative.
2. Students will be able to solve division equations with remainders.
3. Students will demonstrate how to write division equations with remainders.
Student Language Development Objectives
Depending on language proficiency, students will:
Recall division vocabulary and understand new academic vocabulary.
Listen and responded to prompted questions.
Orally count by 2s, 3s, 4s, and 5s.
Listen and identify important story elements and math concepts of division.
CCSStandards/State Content Standards
CCSS.Math.Content.4.OA.A.2
Multiply or divide to solve word problems
involving multiplicative comparison, e.g., by
using drawings and equations with a symbol
for the unknown number to represent the
problem, distinguishing multiplicative
comparison from additive comparison.
CCSS.Math.Content.4.OA.A.3
Solve multistep word problems posed with
whole numbers and having whole-number
answers using the four operations, including
problems in which remainders must be
interpreted. Represent these problems using
equations with a letter standing for the
unknown quantity. Assess the reasonableness
of answers using mental computation and
estimation strategies including rounding.

English Language Development Standards

Comprehension: Intermediate:
Ask and answer instructional questions by
using simple sentences.
Comprehension: Intermediate:
Listen attentively to stories and information
and identify important details and concepts
by using both verbal and nonverbal
responses.

Materials and Preparation

A Remainder of One by Elinor J. Pinczes

Lady Bug (lima bean) manipulative
Worksheets: A Remainder of One and Division with Remainders
Whiteboards and dry-erase markers
Sentence strips (25 2= 12r1, 25 3= 8r1, 25 4= 6r1, 25 5= 5) and post-its to cover answers
Practice division problems

Anticipatory Set/Introduction

Prior to this lesson, students will be familiar with and understand multiplication and division of
whole numbers and with one-digit divisors. Lesson will begin with review of division
vocabulary (quotient, divisor, dividend) and review of division equations on whiteboards. After
reviewing division with equations without remainders, students will be introduced to division
with remainders. To begin this lesson, I will introduce the book, A Remainder of One, and stop
for discussion when presented with new divisor and why there is continuously one remainder.
Procedures (How will you conduct the lesson? What will you do? What will the students do?)
1. Warm-up:
Write simple multiplication equation on whiteboard (2 x 12=?). Students will write their
answer on their own white board and we will go over the product.
Next, students will solve 24 2 and write quotient on their whiteboards. Answer will be
reviewed, as class and an array will be drawn on the whiteboard in front of class so that
students can visualize the problem and solution through grouping.
Review division vocabulary and label parts of equation on whiteboards

Dividend: the number being divided

Divisor: the number that you divide by

Quotient: the answer after you divide one number by another

2. Explain the academic learning objectives and language objectives for the lesson. Allow to
students to ask any questions before beginning the story.
3. Introduce A Remainder of One
Ask students to quietly have a seat on the carpet, facing the reading chair.
Show cover to students and ask what they think the title of this book might mean. Have
each student share with a partner, and then call on three students to share their response.
Introduce vocabulary that is important to understanding the story (squadron, troop,
infantry, Army Corps, Private, Sergeant).
4. A Remainder of One Reading and Introduction to Dividing with Remainders
Begin reading the book. Pause after reading page 5. Ask students why they think soldier
Joe does not have a partner. Ask for volunteers to share their answers.
Explain that the 25 bugs are trying to divide themselves into two even lines (if students
have forgotten the difference between odd and even numbers, quickly review). Ask the class
to count with you, by twos, out loud.
Pause after counting to 24 and highlight that soldier Joe is the 25th bug and is alone at the
end. Tell students that because there is one bug at the end of the line by himself, we can see
that 25 cannot be separated into two lines evenly.


Then, hold up the sentence strip with 25 2= 12r1 written on it, and leave the
answer covered. Tell students that the dividend is 25, which is the total number of bugs in
the troop, and that we are trying to divide 25 by two, a one-digit divisor. Ask, What is
25 divided by 2? Remind students that after separating the bugs into two rows, Joe was
by himself, so there is a called the remainder. Have the students count how many rows of
two there are and then uncover the quotient on the sentence strip. Explain that 12r1 is the
correct way to write the answer because there are 12 rows of two and one remainder.

Tell students that r means Remainder. Describe the importance of the

remainder and that it needs to account for in the answer.

Ask if any students need further explanation or clarification and allow students to
ask questions. If students are still unclear, remind them that before reading, we solved 12
x 2= 24 and we know that 24 2= 12.
Then continue reading, but briefly pause on page 11 to emphasize that the queen wanted
the troops to be marching in even lines, and because Joe was labeled the remainder of one,
he could not continue to march with the squadron. Ask students if they think adding one more
line might make the lines even and the queen happy. Call on two students to respond.
Continue reading and pause after reading page 13. Tell the students that now the bugs are
trying to evenly separate themselves into three lines and then, ask the class to count with you,
by threes, out loud. Pause after counting to 24 and highlight that soldier Joe is the 25th bug
and is still alone at the end. Explain again that because there is one bug at the end of the line
by himself, we can see that 25 cannot be separated into three lines evenly.

Hold up the 25 3= 8r1 sentence strip and leave the post-it covering the
quotient. Tell the students that the dividend is still 25, but now the one-digit divisor is
three. Ask what 25 divided 3 is and allow students to share the answer if they would like.
Uncover the answer and explain that now, the bugs are divided into 8 rows of three
(students can count how many rows of three there are out loud), but Joe is still alone at the
end.
Continue reading, but pause after reading page 21. Ask students to count with you, by
fours, out loud. Once you count to 24, pause and emphasize that trying to divide the rows by
four still leaves Joe as the remainder of one.

Hold up the 25 4= 6r1 sentence strip with the answer still covered. Explain
that the dividend is still 25, but now we are dividing by 4. Count how many rows of four
the bugs have divided into and prompt students to answer that Joe is the remainder of
one.
Ask students if they think the squadron will ever be able to divide themselves evenly.
Continue reading until page 27. Have students count with you, by fives, out loud. Point
out that the bugs successfully divided themselves into five even rows of five and there is no
longer a remainder.
5. A Remainder of One Worksheet
Before passing out worksheet, explain that this worksheet will include questions about the
story we just read. Tell them that some students are about the plot and others are solving
division equations. Instruct students to follow the directions and provide an example of how
to draw an array on the front whiteboard.
Students will quietly work on worksheet and told to raise their hand if in need of
assistance.

6. Write additional division problems on board to practice grouping and writing answer. Instruct
students to solve problems on a piece of lined paper. Tell students that they need to be using
manipulative or drawing arrays and correctly writing complete equation and answer,
1. 11 3 = 3r2 2. 19 2 = 9r1 3. 18 5 = 3r3 4. 13 2 = 6r1 5. 18 4 = 4r2
6. 11 2 = 5r1 7. 33 7 = 4r5 8. 41 4 = 10r1 9. 22 7 = 3r1 10. 24 5 = 4r4
7. Handout Division with Remainders worksheet. Explain that each question will give a total
number of objects, which is the dividend, as well as the number of groups the objects will be
divided into, which is the divisor. Tell them to write the remainder where it says, How many
objects are left over that do not fit into a group?
Specific Strategies and Adaptations for English Learners
This lesson offers many adaptations to best teach ELLs. The lesson begins by reviewing prior
knowledge of multiplication and division to ensure that students recall important vocabulary and
mathematical concepts that we are going to build on. Reading the book, A Remainder of One,
aloud, helps students to visualize equations while strengthening reading comprehension and
listening skills. The lesson procedure allows explicit explanation, discussion, and visualization
through illustrations and use of sentence strips. If students need additional forms of realia, they
can use manipulative to divide the squadron by each divisor. Many aspects of this lesson use
repetition and choral group responses and counting to help ensure students that understand of
division and remainders. I will ask students questions and encourage participation while reading
the story and throughout the lesson. The worksheet at the end of the lesson reviews the main
ideas of the story and allows them to practice the mathematical concepts we just learned. If
students finish early or need additional help, I will have worksheets for students to practice
division with remainders. Students will be encouraged to use manipulative and draw arrays.
Specific Strategies and Adaptations for Students with Special Needs
This is a lesson that can be very easily adapted for students with special needs. I think that
reading the book will help students with special needs to visualize and understand division with
remainders. One adaptation would be to reread the story and allow students to use manipulative
each time the troop is being divided by a new divisor. Allowing the students to group the
manipulative on their own while visualizing the rows and remainder will help further
understanding. Another adaptation would be to work on the worksheet as an entire class, or to
have specific students work one-on-one with an aid or with me, I could also use a Document
Camera to show the book on a large screen as I read which will help students to follow along and
see the illustrations better. As students work, I will have multiplication and division charts
available for those students who need another element of support and visualization.
Specific Strategies and Adaptations for Students from Underperforming Population Subgroups
I will ask questions throughout the lesson to gauge students understanding of the new idea of
remainders. If students seem to not be understanding, they will use manipulative or draw arrays
to create the grouping as we discuss it as a class. We will work through additional division
problems on the whiteboard until I feel that they have a good understanding of division with
remainders. Multiplication and division charts will available for students who need another
element of support and visualization. I will also partner students who need additional help with
proficient students, an aid, or myself.

Assessment of Student Academic Learning Objectives

Assessment for Objective 1:
Observe students as they work on and complete A Remainder of One and Division with
Remainders worksheets. If student is working with manipulative, make sure they are
evenly grouping and have correct remainders. Check that array drawings show even rows
and one remainder.
Collect completed worksheets, make corrections, and use information gathered from
worksheets to create lessons that will build students knowledge.
Assessment for Objective 2 & 3:
Observe students as they complete worksheets and practice problems. Once students have
completed all tasks, collect them, and make corrections.
Division with Remainders worksheets will evaluate students ability to use arrays, solve
division equations with remainders, and correctly write equations, quotients, and
remainders.
Assessment of Student Language Development Objectives
Identify students prior knowledge of division vocabulary and evaluate students understanding
of new vocabulary.
Observe students answers to questions and their participation while reading A Remainder of
One.
Observe students as they count aloud with you throughout reading.
Collect and correct A Remainder of One worksheet to analyze students reading compression
and understand of division.
Closure
After students have been given enough time to complete worksheets and practice problems, go
over the practice problems on the whiteboard as a class. Review the new ideas and vocabulary
that they have learned throughout this lesson. Label the dividend, divisor, quotient, and
remainder. Connect these problems to the book by explaining that we can think of the dividend
in each problem as the total number of bugs in each squadron. As the lesson comes to an end, tell
the students that tomorrow we will continue to practice division with remainders and they will be
creating their own squadrons and figuring out how their troops can be evenly lined up.

Reflection
I think that the strongest part of my lesson is my use of connecting a mathematical lesson to a
childrens book. This helps students to visualize the dividends, divisors, equal groupings, and the
remainder. I like that I frequently pause to allow students to interact and understand the new
vocabulary and concept of remainders. Through reflecting in a notebook, I will remember
students moments of confusion or lack of clarity. I think that it will be very important to take
note of the areas that I need to provide additional explanation and practice. This will help me
know where to begin as I continue to build future lessons.