Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math

Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
Division with Remainders Introduction- Strategy & Steps for 3rd and 4th Math
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My students found this strategy to be easy to use and apply! They were dividing with remainders on the very first day this was used. They also pointed out that they noticed that the remainders in long division must be smaller than the divisor. This is easy to teach, use and students can independently implement this strategy to successfully and confidently solve long division problem with remainders.

This learning center is designed to help math students understand the process of dividing with remainders and to support students in acquiring strategies that build fluency.

Common Core Standards:
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

4.NBT.B.6 Find whole number quotients with remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Learning Objectives:
SWBAT understand the process of division.
SWBAT divide with remainders.
SWBAT apply strategies to divide.

Lesson Plan and Tips:
Teach students the value of making a list of multiples to help them multiply and divide. Student should first understand that when looking at a division problem they should make a list starting with the divisor and stop at the first number larger than the dividend. They can practice crossing out that number and circling the number just before it. They count the number of multiples that it took them to arrive at the circled number and write that as part of their answer. Next, they subtract the circled number and add any remainder to the answer.

This process will help them once they get into more challenging problems involving long division.

Teacher Resources and Preparation:
In order to isolate the skills and strategy we want to practice here, each page in the packet has the same divisor. This also helps students to memorize lists of multiples as I have them write a new list each time they divide. For more division problems with remainders I use TheMathWorkSheetSite.com. The site allows you to decide how you want your problems displayed, if you remainder or a mixture and provides an answer key.

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13 pages
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