Interpreting Remainders

Unit 5 Lesson 4 Grade Level(s): 5th

Interpret Remainders

Content Area(s): Math

Materials: worksheet, Blooket, smartboard, prepared slide deck Time Frame: 30 minutes

Learning Objective:
Students will:
● Express and interpret remainders for a variety of problem types.

California CCSS for Mathematics

CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using
strategies based on place value, the properties of operations, and/or the relationship between multiplication
and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

California English Language Development Standards

Grade 5 Part 1: Interacting in Meaningful Ways

A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics
2. Offering and supporting opinions and negotiating with others in communicative exchanges
C. Productive
1. Supporting own opinions and evaluating others’ opinions in speaking

Anticipatory Set: Whole Group

Math Talk
➔ Buses for Outdoor Ed

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Access to Assistive Technology (as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Modeling

Teaching/Acitivty: Small groups

Activating background knowledge

➔ Math talk [buses for outdoor ed]

Small Group Teaching/Practice:

➔ Anchor Chart/Slide deck: What to Do with the Remainder
◆ Drop the remainder
◆ Use the remainder
◆ Add one to the quotient [round up]
 ➔ Worksheet [#1-3]

➔ Blooket Activity

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Multiple examples to help with understanding
● Modeling
● Access to Assistive Technology (as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● *Brain breaks as needed*

Activity:

Small-Group/Individual Practice:
➔ Math textbook pgs. 171 [#1-3]
 ➔ Complete worksheet [#4-6]

Modifications in place:
● Small group instruction (one-on-one instruction as needed)
● Model skill (small groups or one-on-one as needed)
● Multiple examples to help with understanding
● Monitor small group progress and offer feedback
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Access to Assistive Technology (as needed)

Closure:

Whole group:
“Today we learned how to interpret our remainders. We can interpret our remainders differently, based on the
situation. What is a time that you might use this in real life?”

Modifications:
● Small group instruction (one-on-one instruction as needed)
● Model skill (small groups or one-on-one as needed)
● Reinforcements [Class Dojo, food reinforcers, first-then charts, choice, earned breaks]
● Access to Assistive Technology (as needed)
 MatH taLk: BusES
There are 82 5th grade students, and 7 teachers/staff at
Peters Canyon Elementary that are going to Outdoor Science
Camp. There are buses that hold 25, 38, 47, or 56 people.
How many buses will we need, and which kind?
inTErPreTInG
RemAiNdERs
 LeArNinG
ObJecTIve
Students will express and
interpret remainders for a
variety of problem types.
WhaT tO Do wITh RemAiNdERs

s
WhaT tO Do wITh RemAiNdERs
Drop it! Ignore the remainder

Use it! The Remainder is the answer

Round it! Add 1 to the quotient

Turn it! Make the remainder into a fraction or a decimal

 TurN AnD taLk
We can interpret our remainders differently, based on the situation.

What is a situation in life that

you may need to interpret the
remainder in a specific way?
 ParTnERs/iNdIVidUaL wORk
Math textbook page 171 [1-3]
Worksheet [4-6]
Blooket