

Interpreting Remainders in TEK 4.4H
Interactive Video
•
Mathematics
•
1st - 5th Grade
•
Practice Problem
•
Hard
+2
Standards-aligned
Aiden Montgomery
Used 25+ times
FREE Resource
Standards-aligned
10 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the primary goal of learning to interpret remainders?
To understand how to distribute remainders in real-life situations
To avoid using division in problems
To memorize division tables
To solve division problems without remainders
Tags
CCSS.3.OA.A.2
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What does the term 'dividend' refer to in division?
The leftover part after division
The number that divides the dividend
The result of the division
The number that is divided
Tags
CCSS.3.OA.A.2
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
If you have a remainder in a division problem, which strategy involves adding one to the quotient?
Dropping the remainder
Multiplying the remainder
Sharing the remainder
Rounding the remainder
Tags
CCSS.3.OA.A.2
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
In a scenario where 23 students need chaperones and each chaperone can supervise 4 students, how many chaperones are needed if there are 3 students left without a chaperone?
7 chaperones
5 chaperones
6 chaperones
4 chaperones
Tags
CCSS.3.OA.A.3
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What should you do with a remainder that cannot be easily divided among the participants?
Round it up
Share it equally
Drop or ignore it
Multiply it by two
Tags
CCSS.3.OA.A.2
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
When dividing 50 crackers among 23 students, how many crackers does each student get if the remainder is dropped?
3 crackers
1 cracker
2 crackers
4 crackers
Tags
CCSS.4.NBT.B.6
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How should you handle a remainder of 1 inch when cutting a 19-inch string into two pieces?
Ignore the extra inch
Use it to make a third piece
Divide the inch equally between the two pieces
Give the extra inch to one piece
Tags
CCSS.3.OA.A.2
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