Remainders Count

Resources and Tools for Elementary Math Specialists and Teachers

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This interactive Flash game helps students understand remainders while developing reasoning skills and facility with multiplication and division facts. Playing against the computer, the student creates division equations from 3 randomly-generated numbers (1-6) with the goal of making the largest remainders.

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Contributed by: State of New South Wales, Department of Education and Training, Publisher

Math TopicNumber Sense, Basic Operations, Number Concepts, Mathematical Practices, Mathematical Processes

Grade Level3, 4, 5

Resource TypeActivity, Game, Interactive Media

Additional Information
- AudienceLearner
- LanguageEnglish (Australia)
- Education Topic
- Interdisciplinary Connection
- Professional DevelopmentNo
- ContributorState of New South Wales, Department of Education and Training, Publisher
- Publication Date2009
- RightsCopyright (c) State of New South Wales, Department of Education and Training
- AccessFree access
Standards
- Common Core State Standards for Mathematics
  Select a standards document:
- Standards for Mathematical Practice[K-12]
- Reason abstractly and quantitatively.[K-12]
- Look for and express regularity in repeated reasoning.[K-12]
- Operations and Algebraic Thinking[K - 5]
- Represent and solve problems involving multiplication and division.[3]
- 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.[3]
- Understand properties of multiplication and the relationship between multiplication and division.[3]
- 6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.[3]
- Multiply and divide within 100.[3]
- 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.[3]
- Number and Operations in Base Ten[K - 5]
- Use place value understanding and properties of operations to perform multi-digit arithmetic.[3 - 4]
- 6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.[4]
User Comments
- Average
  4
  
  Shift of emphasis
  By Uncle Bob on 04/16/2013 - 15:12
- Play against the computer in designing divisions (2-digit dividends, 1-digit divisors) to accumulate maximum remainders. Fun, and if mistakes are made you get another chance.

Mathlanding is a project of Maryland Public Television in partnership with The Math Forum at Drexel University
and the International Society for Technology in Education. © 2012 Maryland Public Television

Remainders Count

Common Core State Standards for Mathematics