Division and Understanding Remainder

The quotient for 623 divided by 9 is

• 6.92

• 69.20

• 69.2 with the 2 repeating

• 69.23

Tags

CCSS.5.NBT.B.6

CCSS.6.NS.B.2

When a pattern of the same digit or digits occur behind the decimal point in the quotient, the decimal is called...

• a repeating decimal

• a terminating decimal

Tags

CCSS.7.NS.A.2D

CCSS.8.NS.A.1

Sue has 55 inches of ribbon.  She wants to cut the ribbon into 6 equal pieces.  How long will each piece be?  

• 9 1/6 inches each, she should add the remainder as a fraction.  

• Each piece would be 9 inches and she should just throw away the extra.  

Tags

CCSS.5.NF.B.3

Callie has 60 beads. She wants to make 8 identical bracelets and use as many beads as possible on each bracelet. Callie decides to put 7 beads on each and will have 4 left over that she will save for another time. This is an example of which interpreting the remainder option?

• Using the remainder as a fraction.

• Adding 1 to the quotient.

• Using only the remainder.

• Using only the quotient.

Tags

CCSS.3.OA.A.2

If we are talking about food or things that you can measure in a division word problem and there is a remainder, how can we interpret the remainder?

• Write the remainder as a fraction.

• Use only the quotient.

• Add 1 to the quotient.

• Use only the remainder.

Tags

CCSS.3.OA.A.2

We learned today that we can't split people or animals in half. So if they are the remainders in division problems we need to:  

• Use them as a fraction.  

• Use only the quotient.  

• Add 1 to the quotient.  

• Use only the remainder.  

Tags

CCSS.3.OA.A.2

23 ÷ 4

• 5 r 4

• 5 r 3

• 5 r 6

• 5 r 2

Tags

CCSS.4.NBT.B.6

18 ÷ 4

• 4 r 2

• 4 r 3

• 4 r 1

• 4 r 4

Tags

CCSS.4.NBT.B.6

10 ÷ 6

• 1 r 3

• 1 r 2

• 1 r 4

• 1 r 5

Tags

CCSS.5.NF.B.3

29 ÷ 5

• 5 r 6

• 5 r 4

• 5 r 3

• 5 r 5

Tags

CCSS.4.NBT.B.6