# Explain Remainders by using Place Value

Videos to help Grade 4 students explain remainders by using place value understanding and models.

Common Core Standards: 4.NBT.6, 4.OA.3

New York State Common Core Math Module 3, Grade 4, Lesson 19
NYS Math Module 3 Grade 4 Lesson 19 Concept Development

Problem 2
Share \$64 as 6 tens and 4 ones equally between 4 friends.

NYS Math Module 3 Grade 4 Lesson 19 Problem Set

3. The number disk model is showing 72 ÷ 3. Complete the model. Explain what happens to the 1 ten that is remaining in the tens column.

NYS Math Module 3 Grade 4 Lesson 19 Problem Set
1. When you divide 94 by 3, there is a remainder of 1. Model this problem with number disks. In the number disk model, how did you show the remainder?

4. Two friends share 56 dollars.
a. They have 5 ten dollar bills and 6 dollar bills. Draw a picture to show how the bills will be shared.
Will they have to make change at any stage?
b. Explain how they share the money evenly.
NYS Math Module 3 Grade 4 Lesson 19 Problem Set
1. When you divide 94 by 3, there is a remainder of 1. Model this problem with number disks. In the number disk model, how did you show the remainder?
2. Cayman says that 94 ÷ 3 is 30 with a remainder of 4. He reasons it is correct because (3 × 30) + 4 = 94. What mistake has Cayman made? Explain how he can correct his work.
3. The number disk model is showing 72 ÷ 3. Complete the model. Explain what happens to the 1 ten that is remaining in the tens column.
4. Two friends share 56 dollars.
a. They have 5 ten dollar bills and 6 dollar bills. Draw a picture to show how the bills will be shared. Will they have to make change at any stage?
b. Explain how they share the money evenly.

NYS Math Module 3 Grade 4 Lesson 19 Problem Set
5. Imagine you are filming a video explaining the problem 45 ÷ 3 to new fourth graders. Create a script to explain how you can keep dividing after getting a remainder of 1 ten in the first step.
NYS Math Module 3 Grade 4 Lesson 19 Homework
1. When you divide 86 by 4 there is a remainder of 2. Model this problem with number disks. In the number disk model, how can you see that there is a remainder?
2. Francine says that 86 ÷ 4 is 20 with a remainder of 6. She reasons it is correct because (4 × 20) + 6 = 86.
What mistake has Francine made? Explain how she can correct her work.
3. The number disk model is showing 67 ÷ 4. Complete the model. Explain what happens to the 2 tens that are remaining in the tens column.