Remainders game

Represent and solve division problems with whole number remainders

Model division, including where the answer involves a remainder, using materials or diagrams
Record remainders in words to division problems
Use known multiplication fact families to solve division problems for which answers may include a remainder
Use the term quotient to describe the result of a division calculation
Show the connection between division and multiplication involving the divisor and quotient

Players make and divide numbers, aiming for an answer which can be evenly divided.

Provide playing cards Ace to 9 (A = 1), a 10-sided dice and a mini whiteboard (for example) to record their game.
Shuffle the cards and place them all face down in a central pile.
Students take turns to roll the dice and take 2 cards from the deck to form a 2-digit number, for example, if I draw ‘4’ and ‘5’, I can choose to make ‘45’ or ‘54’.
Students divide their number by the number they rolled, explaining their thinking to their partner who records it.
If it can be divided, students perform their chosen physical exercise for the same number of repetitions as the answer.
If it cannot be evenly divided, students take a counter.
The aim is to end up with the least number of counters at the end.
Each player has 5 turns.

Students play with their cards visible so when someone cannot go, they can swap cards with another player.
Students play with different partners
Play the same game dividing three- and four- digit numbers by two digits. For example:
- 123 divided by 21
- 469 divided by 32
- 5176 divided by 34
- Play with fractions - Students draw first card as the numerator second card as denominator divided by the number rolled.
- Play with decimals - Students draw first card as the ones, second card as tenth, divided by the number rolled, for example: 9.2 divided by 6.

Multiplicative relations