Five pages on dividing when things do not come out evenly, always by a one-digit number. Page 1 starts with counters: students circle groups of a size (17 counters in groups of 5 is 3 groups with 2 left over, 17 ÷ 5 = 3 R 2), then share counters on plates and put the rest aside. Page 2 reads arrays whose last row is short, then checks divisions someone else wrote: 29 ÷ 4 = 6 R 5 multiplies back to 29, but a remainder of 5 still holds another group of 4. Page 3 is long division with 2- and 3-digit dividends; each answer is written with R and as a mixed number such as 15 2/3. Page 4 answers one division, 45 ÷ 8 = 5 R 5, four ways (6 cars, 5 full bags, 5 stickers left, pieces 5 5/8 inches long), then has four stories where students circle what they did with the remainder. Page 5 gives the same numbers two different questions, so the remainder means something different each time. Every page starts with a worked example.
Hand out 17 counters and ask groups to make piles of 5: what do you do with the 2 that are left? Then ask four questions about the same 17 counters (how many full piles, how many piles if every counter needs one, how many are left, how much would each of 5 friends get) and write the four answers on the board. On page 2, ask a student who wrote 29 ÷ 4 = 6 R 5 to make 6 piles of 4 and look at the 5 left over.
Divide snacks and keep the leftovers: 23 grapes shared by 4 people, 30 cookies in bags of 8. Ask what to do with what is left: can it be cut and shared (a fraction), does it need its own bag (round up), or is it just left over? The question decides.
This pack supports the following Common Core State Standards for Mathematics:
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Division that does not come out evenly, from counters and arrays to long division, and what a remainder means in a story. Students circle groups, share on plates, read arrays with a short last row, write remainders after R and as fractions, and decide whether to round up, drop the remainder, use it as the answer or share it.
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