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There are 1,612 students participating in Field Day. They are put into teams of 14 for the competition. How many teams get created? If you have left over students, what could you do with them?

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There are 1,612 students participating in Field Day. They are put into teams of 14 for the competition. How many teams get created? If you have left over students, what could you do with them?

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1. Write the expression that matches the problem.

2. Solve the problem using 2 different strategies.

3. Share your strategies with a table partner and try to explain your thinking clearly.

4. Post a photo of your work on Padlet.

5. Write your mathematical thinking in words to explain your strategy.

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I like how you multiplied instead of dividing which I think was very unique because most people didnt and started out with dividing or subtracting. Great job though. ;)

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I like how Conall subtracted instead of dividing and I also like how he broke the problem down into 3 parts. It also helped how he used landmark numbers when he divided his big number into smaller numbers. I liked the comment at the end about what to do about the remainder.

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I love how her strategy demonstrated former knowledge from Ms. Chung's Class in 4th grade.

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I like Ryon's strategy because it was easy to understand. I also like how he separated numbers and then multiplied it by 2!

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I really like Payton's strategy because she looked back at 4th grade and did a strategy that she learned in Mrs. Chung's class. It is also a really good strategy.

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I really liked Chloe's strategy because it was efficient and clear for other people to understand. I did something similar by dividing but it wasn't as efficient.

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I think you strategy was a good idea because you made the numbers easier so it was efficient. One thing I suggest in the future is maybe make the number friendlier. But all in all, your strategy was clearly written and efficient.

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Comment on cole's strategy
I liked how he labeled his work clearly.  I also liked how he ended in a funny way in his explanation.

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I was having some technical difficulties but this is my final draft. I cannot upload a picture so here is my strategy. I will try to explain very clearly but if there is a part you don't understand, please ask me. At first, I thought long division but we all know that long division isn't the most understandable strategy so instead I thought of the problem like this:
14 x ? = 1,612
I tried 14 times 10 first sticking with landmark numbers. Then I tried 14 times 5 and 14 times 100. As I summed up all my products, my answer was 1610. This number was only 2 less than 1,612 but we all know that we can't take 2 students and put them in a group because we need 14 students per group.
So you must be thinking what is the answer. How many teams? Well...
100 + 10 + 5 = 115 teams
What about the two students left over?
Those two students have four options but they both have to agree on one option. Their options are...
- be a judge
-find someone who wants to be a judge and replace them
- help with the lower grades field day coming up
- sub in for tired players
If you still don't understand my strategy using the numbers in my keyboard I did:

14 x 100 = 1400
14 x   10 =    140
} 210
14 x     5 =       70

210 + 1400 =  1610

115 teams with 2 helpers or judges

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What I did is I knew the expression was

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I think it was a good idea changing the expression and you really explained very well, and I knew what and why you did those steps. -Grace

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I like Ziyu's strategy because it is very efficiant and clearly labled!

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I like how he had clear thinking and how he made his typing clear. Also how he uses landmark multiplication.

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I like how diego started with multiplying 100x14. and then he did that for another number and another and got his remainder!

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I like connal's strat. because he started dividing with the expression. I did that also!

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I like how Zephyr made landmark numbers then added the numbers up clearly to get his answer

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I like how Ziyu labeled the areas where someone might be confused on what to do next. I also have a question, how did you know to split it up exactly into 1400 and 212? But I think you did a great job!

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I like Justin broke down the problem into parts. I also like how you boxed each strategy and labeled them. I also like how Justin explained his strategy clearly.

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I broke up 1612, to 1400 and 212. Then, I divided 1400 by 14, and divided 212 by 14, too. and I added.
So the answer was 115 R 2. There were 115 teams and 2left over students.

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I love how you made it very clear. You even made a box to explain the teams, so that the multiplication made sense! I suggest everyone check out Lyric's strategy, and see how your strategy's are simular or different! Great job Lyric! : )

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I first tried to find my landmark numbers and then I multiples the landmark numbers and got 1,610 and a remainder of 2 so I added the landmark numbers and got 115 and added the remainder of 2 and wala that my answer

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first I broke up the numbers, next I multiplied them, finally I got the answer!

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For my first strategy I did 14 times 100 and got 1400 then I multiplied

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Lyrics super cool strategy! ( its really cool believe me) :D

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Lyrics super cool strategy! ( its really cool believe me) :D

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So the way I did it is basically, if you were here last year in fourth grade, Ms. Chung made a strategy that was very useful. So first, the expression is 1612 divided by 14 Then, drew a box, and I put the number 1,612 in it. ( Its really large if you can't tell.) Then i decided to divide it up into: 100,10 and 5. The reason is because, 100 x 14= 1400, then 10 x 14= 140, and finally 5 x 14= 70. The team board is to help me minus the groups one by one. So basically, I added up the teams which was 100, 10, and 5 which equaled into 115 teams with a remainder of 5. Easier said than done ( but vise versa) :D!

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I, at first, attempted to divide but quickly learned that just wasn't going to work. So I decided to multiply 14 by multiple number shown below. Next, I added said numbers together to get 115 with a remainder of 2 kids who will be subs. So my answer was 115 teams and a remainder of 2 students to sub in for students who are tired/injured. That is all and thank you.

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First, I

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What I did was split 1612 into 1400 and 212 the divided the 1400 by 14 to get 100.Next I multiplied 10 times 14 to get 140. Third I did 5 times 14 to get 70. Then I added 140 with 70 to get 210 with a remainder of 2.Last I added the 10 and 5 together to get 15. Last I added 15 with 100 to get 115 with remainder 2

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My expression was: 1612 divided by 14. First I drew a square box. Next, on the right, I wrote equals to 1,612 students. On the left, I did 14 students per team. On the top I did, ? teams created, which is what you need to find out. In addition, I did in the top left of the square, inside, I did 14x100=1400. Then all the way below the square I subtracted 1400 from 1612 and got the answer of 212. Back in the box, I did underneath 14x100, I next did 14x6=84.  Below the square, I did 212-84 and got 44. Back in the box, I did the same thing, 14x6=84, than I did under the square 44-28=16. The last step in the square was 14x1=14. I took the 16 and subtracted the 14. I then got remainder 2. I added up 100, 6, 6, 2, and 1. And got 115. My final answer was 115 teams, and a team of twelve teachers and the extra two students (115, R:2).

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First I did 14 x 10,  11 times to get, 1,540. Then I did 14 x 3 and 14 x 2 then I got, 1,610. After that, I counted what I multiplied and got 115 but that wasn't enough there was still a remainder of 2.When I say "I counted what I multiplied...." I mean what I counted what I multiplied by 14. ( It gives me a headache too!)

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First I divided 1400 by 14 and got 100. Then I divided 140 by 14 and got 10. Next I skip-counted five times: 1554, 1568, 1582, 1596, and 1610. So I did 100+10+5=115. So the answer is 115 teams with a remainder of 2.

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For my first strategy I did 100x14 and 10x14 and 5x14 which got me to 1,610 altogether. I had a R2. For my second stragety I did 110x14 and 5x14 which got me a total of 1,610. Then I also had R2. (Sorry I couldn't get a picture of my second strategy.

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Expression: 1,612
First, I did 14x100=1,400
Then, I did 14x10=140
After that I did 14x5=70
Later I added added 1,400, 140, and 70 and got 115 with a remainder of 2 students so I did 113 teams with 14 students and 2 teams with 15 students.

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First I split up 1,612 into 1,400 and 212. I divided 212 and 14 to get 15 with a remainder of 2. I also divided 1,400 by 14 to get 100. I added 100 and 15 to get 115 teams and 2 teams that are not good at sports get 1 extra.

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First, I took the fourteen and multiplied it by 100 and got 1400. Then I multiplied 14 by 10 and got 140. After, I multiplied 15 by 5 and got 70. Next, I added up the 1400, 140, and 70 to make sure i got close to 1610 R2. Lastly I added 100, 10, and 5 to get 115 teams get made remainder 2.

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First I broke up 1,612 into 806 and 806. Next I divided 806 by 14 to get 57 rd8 . Next I times this by 2 because there was 2 806's to get 114 rd16. Next since 16 is greater than 14 I divided 16 by 14 to get 1 rd2. finally I added 114 and 1 rd2 up to get 115 rd2. 115 teams were created. With the other 2 students you could put them on other teams.

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First I started with 14 x 100 = 1400 and then I did 14 x 10 = 140 after I did 14 x 5 = 70. the I added the 1400 + 10...

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first i wrote the expression of 1612 divided by 14. Then i started my first strategy. I just plain divided the old schools way and got 115 R2. Then For my 2'nd strategy I miltiplied 14x1,000=1,400, then 14x10=140, then 14x5=70. then I added them all together and got 1610. Then i sudtracted 1,612- 1,610= 2. That is the remainder. Then I added together the 100+10+5=115. Then put the remainder next to it and you have 115 R2. With the two kids remaining you can ask around the groups to see who doesn't want to participate and then add one of the two students in their place. Same for the 2'nd child who remains.

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My expression is [1,612 divided by (14 divided by 2)] divided by 2.
First, I did 14 divided by 2. I did this because I thought that doing 1,612 divided by 14 would be too big numbers to divide. Then, I did the answer to 14 divided by 2, which is 7, divided by 1,612. My answer was 230 R2. Lastly, I did 230 divided by 2 because I did 14 divided by 2. That equaled 115 R2. So, my answer is 115 teams and 2 people who will help with the activities.

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My expression is one thousand six hundred and twelve divided by fourteen. First I multiplied fourteen times one hundred to get one thousand and four hundred. Then, I subtracted one thousand and four hundred from one thousand six hundred and twelve to get two hundred and twelve. Then I multiplied fourteen times ten to get one hundred forty. Then I subtracted one hundred forty from two hundred twelve to get seventy-two. Then I multiplied fourteen times five to get seventy. Then I subtracted seventy from seventy-two to get two. Finally I added one hundred plus ten plus five to get my answer one hundred fifteen. The extra two are sold to the circus!

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The expression was 1,612 divided by 14. As you can see I did long division in the middle of the picture using the expression numbers and got 116 remainder 8. With the remaining people I made a extra team of 8 people. THAT'S ALL FOLKS! ;) :D x) :o :D -_- z z z

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共有1612名学生参加了实地考察。他们将参加14人的比赛。创建了多少个团队？如果你留下了学生，你能用他们做什么？

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共有1612名学生参加了实地考察。他们将参加14人的比赛。创建了多少个团队？如果你留下了学生，你能用他们做什么？

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There are 1,612 students participating in Field Day. They are put into teams of 14 for the competition. How many teams get created? If you have left over students, what could you do with them?

1. Write the expression that matches the problem.

2. Solve the problem using 2 different strategies.

3. Share your strategies with a table partner and try to explain your thinking clearly.

4. Post a photo of your work on Padlet.

5. Write your mathematical thinking in words to explain your strategy.