**Second Look - Division with Remainders** |

Links to Literature: A Remainder of One: Exploring Partitive Division Mathematical explorations that evolve from reading a piece of literature to students. |

Supporting Teacher Learning: Unpacking Division to Build Teachers' Mathematical Knowledge A look at pre-service teachers' understanding of division. Supporting Teacher Learning serves as a forum for the exchange of ideas and a source of activities and pedagogical strategies for teacher educators in their day-to-day work with prospective and practicing teachers. Supporting Teacher Learning is a regular department of *Teaching Children Mathematics*. |

Toward Computational Fluency in Multidigit Multiplication and Division An alternative to traditional instruction in multiplication and division to develop students' computational fluency. |

Illuminations Lesson: Calculator Remainders Students
develop a deep conceptual understanding between remainders and the decimal part
of quotients. They learn how remainders and group size work together to
influence the results that are displayed on a calculator. Students use beans to
physically represent quotients that have remainders, and they compare
remainders written as fractions of whole groups to the results obtained with a
calculator. |

Number and Operations Standard for Grades 3-5 In grades 3–5, students' development of number sense should continue, with a focus on multiplication and division. Their understanding of the meanings of these operations should grow deeper as they encounter a range of representations and problem situations, learn about the properties of these operations, and develop fluency in whole-number computation. An understanding of the base-ten number system should be extended through continued work with larger numbers as well as with decimals. Through the study of various meanings and models of fractions—how fractions are related to each other and to the unit whole and how they are represented—students can gain facility in comparing fractions, often by using benchmarks such as 1/2 or 1. They also should consider numbers less than zero through familiar models such as a thermometer or a number line. |