1. 2-3 6 th grade math Interpret the Remainder

2. Objective To interpret quotients and remainders in division problems. Why? To understand you need to involve the remainder in solving some problems. It’s not “just the left-over.”

3. California State Standards MR 2.5: Express the solution clearly and logically by using the appropriate mathematical notation… MR 2.2: Apply strategies and results from simpler problems to more complex problems.

4. Vocabulary Quotient – The answer from division 2 is the quotient 8 is the divisor 16 is the dividend

5. How to Interpret the Remainder 1)Read the problem and comprehend what the question is asking 2)Divide the problem 3) Whatever the quotient is add 1 more number to the answer A group of 10 students is at a park. Each car of the Ferris Wheel holds 4 people. What is the least number of cars needed so that all the students can ride the Ferris Wheel? r 2 Need 3 cars.

6. Try It! A group of 11 kids wanted to visit an exhibit. They can only go in as groups of 4. How many groups can they make? r 3 They will make 3 groups. 2 groups will be full with 4 students. 1 group will only have 3 students.

7. Try Some More! 1) There are 26 students in a class, plus a teacher. The teacher wants one parent to accompany each group of 4 students. The teacher will go with the remaining students. How many chaperones will the teacher need? 2) What does the remainder represent/mean? 3) How many groups will see the show? 1) r 2 The teacher will need 6 chaperones. 2) The remainder represents … The number of students the teacher will have in her group. 3) There will be 7 groups.

8. Objective Review To interpret quotients and remainders in division problems. Why? You now understand that you need to involve the remainder in solving some problems. It’s not “just the left-over.”

9. Independent Practice Complete problems 4-6 Copy original problem first. Show all work! If time, work on Accelerated Math.