 # Explain Remainders by using Place Value

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Lesson Plans and Worksheets for Grade 4
Lesson Plans and Worksheets for all Grades

Examples, solutions, and 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 Grade 4, Module 3, Lesson 19

Grade 4, Module 3, Lesson 19 Worksheets (pdf)

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.

4. Two friends share 76 blueberries.
a. To count the blueberries, they have already put them into small bowls of 10. Draw a picture to show how the blueberries can be shared equally. Will they have to split apart any of the bowls of 10 blueberries when they share them?
b. Explain how the friends can share the blueberries fairly.

5. Imagine you are drawing a comic strip showing how to solve the problem 72 ÷ 4 to new fourth graders. Create a script to explain how you can keep dividing after getting a remainder of 3 tens in the first step.

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