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* *Reflection: Adjustments to Practice
The game of Left-Overs - Section 3: Concept Development

As you can see in my reflection video, I have my work cut out for me in getting my students moving along their progression of division. I have many students that do not know their division facts, so that will definitely impact the speed of this unit and future lessons.

*Work Ahead of Me!*

*Adjustments to Practice: Work Ahead of Me!*

# The game of Left-Overs

Lesson 3 of 7

## Objective: SWBAT divide quantities into equal groups and make sense of remainders.

#### Number Hook

*5 min*

This is a fun trick I start today's lesson with. My students always like to use calculators, so this is a treat for them.

*We discovered that this trick is one number off each time, giving a persons age one year lower than they actually are. This was a good talking point, though. I was able to ask my class where the error could have occurred and what we could do to fix it. Most of my students were able to identify that when adding 1762 or 1761 that could be where the number error occurs. *

*I love that my students are becoming more critical thinkers and analyzing my magic tricks. In reflection, I'm glad this had an error which allowed for a great discussion and teaching point. *

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#### Warm Up

*5 min*

I begin this lesson by asking students to model an array on their whiteboard which shows an array with a remainder of one if they could match it to a division situation. I remind them about the book the read, Remainder of One, in which they did the same thing.

I then ask students to talk with their learning partner about what a remainder is.

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#### Concept Development

*45 min*

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#### Student Wrap Up

*10 min*

Students will participate in a formative assessment I call Write, Pass, and Read for this lesson's wrap up. Students will write on a small piece of paper for this activity. Students finish this sentence:

A remainder is ___________________________.

After students complete the sentence, they form a circle in the room, holding onto their paper. When everyone is finished, I review the procedure for Write, Pass, and Read. Students will always pass their paper to the left when they hear me say, "pass." When I say, "Read," they stop passing the paper and read the one they are holding. Students are not allowed to make comments or questions at this time. They are to think about questions or comments they would like to make when the activity is over.

In this video, you can see a small clip of the Write, Pass, and Read happening.

This is an important formative assessment. In the next lesson, students will explore remainders and experiment with various ways to record remainders, as decimals, fractions, and whole numbers. It is important for me to connect with students who do not understand what a remainder is before they can be successful with different remainder forms.

#### Resources

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
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- LESSON 1: A Remainder of One
- LESSON 2: Practicing Division with SumDog
- LESSON 3: The game of Left-Overs
- LESSON 4: Making sense of Remainders - Day 1
- LESSON 5: Making Sense of Remainders Day 2
- LESSON 6: Making Sense of Remainders Day 3
- LESSON 7: Lots of Laughs with Finding Unknown Factors