Essential Question for students (objective): How can we solve real-world problems involving time intervals and make sense of answers that may not be whole numbers?
Supplies: video (length 1:13), note-maker
CCSS: 4.MD.2,4.NBT.6 MP#2 – Reason Abstractly and Quantitatively TEKS: 4th grade – Divide with remainders, Use a problem-solving model
Instructional Format: Video, student problem-solving, group or individual work
Lesson Description: There are many ways to use this video in your math class. I filmed it with the express purpose of having students practice solving multi-step problems involving division with remainders and making sense of those answers. This problem combines intervals of time as well as a division problem. There is also an extension to the original problem on the video that has a lot of steps and constraints to consider, so depending on the needs of your class, you may stop the video after the initial question.
1) You can show this video (1:13) at the beginning of any unit You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class. Students use the note-maker to help record their problem-solving work. Or you could revisit the video at the end of any unit as a formative check to see what the students have learned about division with a remainder and whether they can apply that knowledge.
2) You could show this video as a warm-up activity after the students have learned some basic division with remainders work. It is a great way to explore the real life application of dealing with remainders.
Extensions: The extension for the problem is part 2 of the video.