# Minds On

## Equal teams

At recess, the Grade 4 students from all classes wanted to play a game. There were 68 students in all. How will we create 2 equal teams? How many students will be on each team?

# Action

## Dividing a 2-digit number by a 1-digit number

Let’s consider the two teams that need to be created from 68 students at recess.

The math statement for this situation is 68 divided by 2.

We have 68 students and we want to create 2 equal groups or split the 68 students into 2 teams.

The number 68 is represented by 6 tens and 8 ones. Expressing 68 in expanded form, we have 60 + 8.

There are a few different ways we can solve this. As a fraction and as a division statement.

We have already explored the division statement. In this case, the division statement is:

68 divided by 2

We can also solve this equation as a fraction. Access the following episode of Homework Zone, where Teacher Troy demonstrates how a fraction is another way to express division.

In fraction form, 68 divided by 2 would have 68 as the numerator and 2 as the denominator.

We can also express this equation through long division.

Or we can use the division symbol with two dots separated by a line, ÷. If we use this symbol, we would express the equation as:

68 ÷ 2

Let’s explore long division to solve this problem. Access the following episode of Homework Zone for a demonstration of long division.

Since 68 ÷ 2 = 34, each team will have 34 students.

### Another strategy

We can express 68 in expanded form and divide each number in the expanded form by the divisor 2.

If possible, brainstorm with a partner or small group an answer for this question, returning to the "Minds On" question:

If one more student wanted to play and now, we have 69 students, can we create two teams with equal number of participants?

Press the 'Hint' button for some help with this question.

We will have 1 person not on a team.

This left-over amount is called the remainder. To indicate our final quotient for 69 ÷ 2 = 34 R1.

This means we can create two teams of 34, but there is one student left. Since we practice inclusion, there will need to be one team of 34 and another team of 35.

With your partner and/or small group, come up with a strategy for the names of the numbers part of a division sentence.

## Practice

Imagine that your school is part of a trio (3) of neighbouring schools that are participating in your local municipality’s (city or town) Green Day. Your city or town is providing 545 saplings (baby trees) for 3 of the schools to plant in a nearby ravine. How many trees does each school get to plant?

Write a math sentence.

How many trees will each school receive?

What does it mean that we have a remainder of 2?

# Consolidation

## Practice

Choose 1 of the following questions and create a math statement independently:

• If each student in your class of 28 students make groups of 3 to plant trees, how many groups of exactly 3 students can be formed?
• If each student in your class of 28 students make groups of 4, how many groups of exactly 4 students will there be?
• If each student in your class of 28 students make groups of 5, how many groups of exactly 4 students will there be?

Express the math statement using the long division format. Calculate the quotient.

Express the final answer to include the remainder as a fraction form as well as the remainder using “R” with the remainder value as in the example 181 R2.

## Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

### I feel...

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.

Press 'Discover More' to extend your skills.

There are 257 students at Autumn Public School. It is a brand-new Eco school with a focus on environmental issues. Their classes have more than one grade together. There are only 9 classrooms. How many students should be in each class?

If there is a remainder value, express the final answer to include the remainder as a fraction form, and the remainder using “R” with the remainder value.