Students divide three- and four-digit numbers by one-digit divisors, check each answer by multiplying, and decide what a remainder means in two stories.
Only the colour PDF is ready for this resource so far. The other formats are on the way.
Last updated
Twelve long division problems take students from three-digit to four-digit dividends, all with divisors from 3 to 9 and separate spaces for the quotient and remainder. The opening example works 857 ÷ 6 step by step, then checks it with 142 × 6 + 5 = 857. Watch the four problems that need a zero in the quotient, such as 913 ÷ 7 = 130 R3. Two stories end the set by asking what a remainder means, including why 143 people need 18 vans that seat 8, not 17.
Watch problem 5, 913 ÷ 7. When the last 3 is brought down and 7 does not go into it, students often stop at 13 R3 instead of 130 R3. The check shows it at once: 13 × 7 + 3 is 94, not 913.
Before students answer the van story, ask what happens to the 7 people left over. Most write 17 from the quotient alone; the "Why not 17?" line makes them say why one more van is needed.
Ways to adjust the 14 problems for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students divide three- and four-digit numbers by a one-digit number, check each answer by multiplying back, and decide what a remainder means in two word problems (round up for vans, leave over for seeds). The file sets the work out in the long "bring down" layout rather than the short division layout the curriculum names.
Dividends from 466 to 9,524 and one-digit divisors from 3 to 9. There are no two-digit divisors.
Used it in class? Your notes help another teacher plan.
