# 8. Hermit Crabs: Interpreting a remainder as a whole number (C)

teaches Common Core State Standards CCSS.Math.Content.4.NBT.B.6 http://corestandards.org/Math/Content/4/NBT/B/6
teaches Common Core State Standards CCSS.Math.Content.4.OA.A.3 http://corestandards.org/Math/Content/4/OA/A/3
teaches Common Core State Standards CCSS.Math.Practice.MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards CCSS.Math.Practice.MP2 http://corestandards.org/Math/Practice/MP2

## You have saved this lesson!

Here's where you can access your saved items.

Dismiss

Card of

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson.

Lesson objective: Understand the context of the problem will determine the appropriate way to handle a remainder.

Students bring prior knowledge of division from 3.OA.A.2 . This prior knowledge is extended to remainders as students determine what to do when a situation yields a remainder. One conceptual challenge students may encounter is not knowing what to do when a division equation has a quotient that is not a whole number.  The challenge here is interpreting what to do with the reaminder within the context of the situation.

This concept is developed through work with area models, arrays, and partial quotients so students can represent their thinking and determine what to do with the remainder.

This work helps students deepen their understanding of the relationship between multiplication and division as well as the division operation as we often encounter remainders in division problems and need to know how to interpret them within a given context.

Students engage in Mathematical Practice 2 (Reason abstractly and quantitatively) as they use reason when deciding what to do with the remainder in division problems.

Key vocabulary:

• area model
• divisor
• dividend
• interpret
• partial quotient
• place value
• quotient
• remainder

Related content