*…show more content…*

According to Lambert and Weist (2012) presenting division and remainder in context help students visualize the meaning of the remainder. Problem 1 in diagram 1 presents a problem in which the remainder is a leftover amount. Problem one in diagram one presents a problem in which the remainder can be identified as a left over amount. In the problem, each class will get 58 folders. The 13 remainder folders can be used at a later time or can be stored. On the other hand, problem two depicts an amount that cab be discarded. In problem two, Karen will be able to make 30 bracelets. The nine rubber bands left can be discarded since Karen does not have any more rubber bands to make another

*…show more content…*

One strategy that all teachers most integrate is the use of manipulatives and realia. Using real objects will help students visualize the concept in a real world scenario. For example, I would provide students with bags of purposeful objects that kids like to use. I would then instruct students to divided the objects into a certain amount and explain what they notice with the different amounts. Students will be able to discuss what to do with remainders of each group. The discussion and concrete objects will open the path to create connections to the meaning of remainders. At the same, the discussion will allow students to describe and explain their process and to think of the operation. “Formulating written and oral descriptions of your work is useful when you are part of a group of people with whom you can trade ideas” (Cuoco, Goldenberg, & Mark, 1996, p. 379). In addition, I would encourage students to work with partners to write and create word problems to exemplify the different remainders. Students will be allowed to explore their word problems with manipulatives and realia. Lambert and Weist (2012) explained that students must be allowed to create models and develop problems to help them create meaningful connections to the meaning of