
Obtain the Materials 

 The book, A Remainder of One by Elinor J. Pinczes
 Paper lunch bags with 25 counting blocks in each bag. Each child should have one bag with 25 blocks
 Chart paper and markers
Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.




Introduce the Activity 

 Explain that the queen in the book, A Remainder of One is having a problem and she needs the children’s help. The queen needs her squadron, her army to line up into even and equal lines. She has 25 members in her bug army.
 Explain that the children are going to receive bags that have 25 counting blocks in them to help them solve the problem. The children are to use the blocks as we read the book.




Engage the Children 

 Begin reading the book. When you read, “The troop had divided by two for the show.” Have the children take out their blocks and make 2 equal lines, groups. The children will be able to make 2 groups of 12 but will have 1 left over. Have the children share their findings. Record their findings on the chart paper. Read the rest of the page, “Each bug had a partner – except soldier Joe.” Ask the children, “There are 25 bug soldiers. Can they make 2 even and equal lines?” “No.” Introduce the concept of division. “So we can say, 25 bugs divided into 2 groups has 12 bugs in each line with 1 bug left over. Is this right?” Write the division equation on the chart paper.
 Continue reading the book. Stop after reading, “The troop had divided by three for the show.” Have the children take out their blocks and make 3 equal lines, groups. The children will be able to make 3 groups of 8 but will have 1 left over. Have the children share their findings. Record their findings on the chart paper. Read the rest of the page, “Each line seemed perfect. Then someone spied Joe.” Ask the children, “There are 25 bug soldiers. Can they make 3 even and equal lines?” “No.” “So we can say, 25 bugs divided into 3 groups has 8 bugs in each line with 1 bug left over. Is this right?” Write the division equation on the chart paper.
 Continue reading the book. Stop after reading, “The troop had divided by four for the show.” Have the children take out their blocks and make 4 equal lines, groups. The children will be able to make 4 groups of 6 but will have 1 left over. Have the children share their findings. Record their findings on the chart paper. Read the rest of the page, “The lines all looked even, till they spotted Joe.” Ask the children, “There are 25 bug soldiers. Can they make 4 even and equal lines?” “No.” “So we can say, 25 bugs divided into 4 groups has 6 bugs in each line with 1 bug left over. Is this right?” Write the division equation on the chart paper.
 Continue reading the book. Stop after reading, “Five lines of soldiers…” Again, have the children take out their blocks and make 5 equal lines, groups. The children will be able to make 5 groups of 5 with no remainders. Have the children share their findings. Record their findings on the chart paper. Read the rest of the page, “with 5 in each row… perfect at last – and that’s counting Joe.” Ask the children, “There are 25 bug soldiers. Can they make 5 even and equal lines?” “Yes.” “So we can say, 25 bugs divided into 5 groups has 5 bugs in each line with no bugs left over. Is this right?” Write the division equation on the chart paper. “Did we do our job and help the queen?”
Additional Extensions
 Present different scenarios and numbers for the children to group and divide. Higher or lower numbers depending on the children’s abilities. (18, 24, 30).




Encourage Vocabulary 

 Remainder – Amount left over after dividing a number (e.g., "The children will be able to make 5 groups of 5 with no remainders.")
 Divide – Sharing or grouping a number into equal part (e.g., "So we can say, 25 bugs divided into 4 groups has 6 bugs in each line with 1 bug left over.")
Glossary of MATH vocabulary 



Make Adaptations 

Supporting Children at Different Levels 
Toddlers 

PreK 
Toddlers may:
 Still be working with onetoone correspondence, counting, and grouping.


PreK Children may:
 Have a command of bigger numbers and can easily work with grouping, sorting and identifying the relationships and patterns among numbers.
 Understand the concept of division – grouping numbers into equal parts.

Home child care providers may:
 Have the children work with smaller numbers – 9 is a good number to work with because there are several ways in which the children can group the number.

Home child care providers may:
 Increase the number of blocks that they divide. 61 is a good number.
 Make the connection between multiplication and division. If division is grouping numbers into equal parts, multiplication is groups of a number. Make these connections without necessarily using “division” or “multiplication”. Use “groups of” to describe the inverse relation.





Books 





Music and Movement 





Outdoor Connections 





Web Resources 

