I can write fractions and decimals with a denominator of 10 or 100.

I can write, compare and order a fraction with a denominator of 10 or 100 using decimal notation.

GRADE 4 Module 6 Lesson 3. Interpret Remainders This PowerPoint file contains instructional aids for teachers who have purchased Into Math. It is intended to be projected to students and used in conjunction with the Student Edition and manipulatives as needed. These slides can be used to move the conversation forward in the classroom, but they should not serve as a replacement for student-centered, collaborative conversations in which students have the space they need to find an entry point, construct meaning, and build understanding. About the Slide Presentation Presenter View: Use the Presenter view to see notes while presenting. Customization: Add or delete content or notes to get the best learning experience for your classroom. 1 Problem of the Day. Which equations can be used to solve the following problem? Rita makes 40 bracelets and gives an equal number to 8 friends, including Veronica. Veronica gives 2 of the bracelets that she received to her sister. How many bracelets does Veronica have left? A. 40 – 8 = 32 32 ÷ 2 = 16 B. 40 ÷ 8 = 5 5 + 2 = 7 C. 8 + 2 = 10 40 ÷ 10 = 4 D. 40 ÷ 8 = 5 5 – 2 = 3 2 I Can. I Can solve a division problem and interpret the remainder in the context of the problem. 3 Spark Your Learning. Aiden is building solar toy cars in his science club. The cars collect and use energy from the sun for power. Aiden buys 18 wheels. Each car needs 4 wheels. How many cars can Aiden build? Show your thinking. 4 Turn and Talk. What is the remainder in this problem? What does the remainder mean? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 5 Build Understanding • Task 1 ACTIVITY. There are 57 students going to the science museum. Each van can take 5 students. How many vans are needed to take all the students? Use a visual model to show how the students are divided into groups of 5. 6 Turn and Talk. How can you use the whole-number quotient and remainder to answer these questions? How many vans will be full? How many students will ride in the van that is not full? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 7 Step It Out • Task 2 ACTIVITY.. Amanda has 73 inches of wire for a science experiment. She needs to cut all the wire into 8 identical pieces. How many inches long will each piece be? 8 Turn and Talk. Why is this problem a good situation to write the remainder as a fraction? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 9 Check Understanding. 1. Maya needs 44 batteries for smoke alarms. The batteries come in packs of 6. How many packs does Maya need to buy? For 44 ÷ 6, the whole-number quotient is ____ and the remainder is ____. Maya needs to buy ____ packs. Circle how you interpreted the remainder to solve the problem. 10 I Can Scale. 4 I can explain how to solve a division problem and interpret the remainder in the context of the problem. 3 I can solve a division problem and interpret the remainder in the context of the problem. 2 I can solve a division problem and identify the whole-number quotient and the remainder. 1 I can solve a division problem with a remainder. 11 Exit Ticket. Mr. Jenkins’ class is giving speeches during a 46-minute class. Each student will be able to talk for 4 minutes. How many students can give speeches? Justify your answer.

GRANDMOTHER: Read Jimmy's card to me please, Penny. PENNY: "I have just arrived in Scotland and I'm staying at a Youth Hostel." GRANDMOTHER: Eh? PENNY: He says he's just arrived in Scotland. He says he's staying at a Youth Hostel. You know he's a member of the Y.H.Α. GRANDMOTHER: The what? PENNY: The Y.H.A., Mum. The Youth Hostels Association. GRANDMOTHER: What else does he say? PENNY: "I'll write a letter soon. I hope you are all well." GRANDMOTHER: What? Speak up, Penny. I'm afraid I can't hear you. PENNY: He says he'll write a letter soon. He hopes we are all well. "Love, Jimmy." GRANDMOTHER: Is that all? He doesn't say very much, does he? PENNY: He can't write very much on a card, Mum.

What do you give your mother for Mother’s Day? I give her chocolate every Mother’s Day. How about you, Cindy? I give her flowers every Mother’s Day. How about you, Sam? I give her flowers every Mother’s Day too. Great! Let’s make some Mother’s Day cards. Good idea. We can write “I love you, Mom!” on the cards.

Teacher: What do you give your mother for Mother’s Day? Timmy: I give her chocolate every Mother’s Day. Teacher: How about you, Cindy? Cindy: I give her flowers every Mother’s Day. Teacher: How about you, Sam? Sam: I give her flowers every Mother’s Day too. Teacher: Great! Let’s make some Mother’s Day cards. Sam: Good idea. We can write “I love you, Mom!” on the cards.

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