Interpreting Remainders in Mathematics

The video tutorial focuses on division word problems, specifically how to interpret remainders. It covers different scenarios: ignoring the remainder, adding one to the quotient, using the remainder as the answer, and sharing the remainder. Each scenario is explained with examples, helping students understand how to approach division problems in various contexts.

What are the different ways to interpret the remainder in a division word problem?

• Ignore it, add one to the quotient, remainder is the answer, share the remainder

• Ignore it, add two to the quotient, remainder is the answer, share the remainder

• Ignore it, subtract one from the quotient, remainder is the answer, share the remainder

• Ignore it, multiply the quotient by the remainder, remainder is the answer, share the remainder

Tags

CCSS.3.OA.A.2

Peter has $30 and books cost $7 each. How many books can he buy?

• 3

• 4

• 5

• 6

Tags

CCSS.3.OA.A.3

A teacher has 17 batteries and each calculator needs 3 batteries. How many calculators can be fully filled?

• 7

• 4

• 5

• 6

Tags

CCSS.3.OA.A.3

There are 32 students and each table seats 6 students. How many tables are needed?

• 4

• 7

• 5

• 6

Tags

CCSS.3.OA.A.3

Kate baked 84 muffins and each tray holds 9 muffins. How many trays did she use?

• 9

• 10

• 8

• 11

Tags

CCSS.3.OA.A.3

Meg has a bookcase with 6 shelves, each holding 8 books. If she has 50 books, how many books will not fit?

• 3

• 4

• 2

• 1

Tags

CCSS.4.NBT.B.6

Jack is packing 38 books into boxes, each holding 6 books. How many books do not fit?

• 1

• 2

• 3

• 4

Tags

CCSS.4.NBT.B.6

There are 37 people in a cafeteria with tables seating 2 people each. How many full tables are there?

• 20

• 18

• 19

• 17

Tags

CCSS.3.OA.A.3

How many relay teams of 6 can be formed from 56 students?

• 8

• 9

• 11

• 10

Tags

CCSS.4.NBT.B.6

What should you do if the remainder represents something that can be shared, like food?

• Ignore the remainder

• Add one to the quotient

• Use the remainder as the answer

• Share the remainder, resulting in a fraction or decimal

Tags

CCSS.3.OA.A.2