Interpreting Remainders in Real-World Problems

The video tutorial teaches how to interpret remainders in division problems using real-world examples. It covers scenarios like seating students in a lunchroom, organizing a field trip, and distributing crayons. The focus is on understanding what to do with remainders and making sense of them in practical situations.

How many students can be seated at one table?

• 12 students

• 10 students

• 8 students

• 6 students

Tags

CCSS.2.OA.C.3

How many students were there in the lunchroom scenario?

• 140 students

• 125 students

• 150 students

• 135 students

Tags

CCSS.1.NBT.A.1

What is the total number of tables needed if there are 3 students remaining?

• 25 tables

• 23 tables

• 22 tables

• 24 tables

Tags

CCSS.3.OA.A.3

What is the simplified form of 3/6 when calculating partial tables?

• 1/2 table

• 1/3 table

• 1/4 table

• 2/3 table

Tags

CCSS.3.NF.A.2B

CCSS.3.NF.A.1

How many vans are completely filled if each van holds 8 people?

• 9 vans

• 12 vans

• 11 vans

• 10 vans

Tags

CCSS.3.OA.A.3

How many people were planning to travel to the play in the van scenario?

• 90 people

• 85 people

• 86 people

• 88 people

How many empty seats are there in the unfilled van?

• 4 seats

• 3 seats

• 1 seat

• 2 seats

Tags

CCSS.1.NBT.A.1

How many crayons are in each box bought by Mrs. T?

• 70 crayons

• 50 crayons

• 60 crayons

• 64 crayons

Tags

CCSS.3.OA.A.3

What is the total number of crayons Mrs. T bought?

• 264 crayons

• 256 crayons

• 245 crayons

• 250 crayons

Tags

CCSS.2.NBT.B.7

How many more crayons does Mrs. T need to buy to ensure each student gets an equal amount?

• 6 crayons

• 8 crayons

• 4 crayons

• 2 crayons

Tags

CCSS.3.OA.A.3