Long Division with Remainders

4th Grade MathMulti-Digit Operations4 pages

About this worksheet

Long division practice for 4th grade with one-digit divisors, matched to Common Core 4.NBT.6. A reference box at the top spells out the cycle (Divide, Multiply, Subtract, Bring Down) and the check: quotient times divisor plus remainder equals the dividend. Four bare computations run from 347 ÷ 4 up to 2,845 ÷ 7, two word problems make the remainder mean something (leftover cookies, a van that runs part empty), and a final error-analysis task has students prove whether Marcus's 835 ÷ 4 = 208 R 3 holds up. The key gives every quotient and remainder.

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Curriculum objectives covered

4.NBT.6

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Every question. The four computations climb from three-digit to four-digit dividends, and problems 5 and 6 force two different readings of the remainder.

What's inside this worksheet

Part 1: Divide and Check

347 ÷ 4, 518 ÷ 6, 1,429 ÷ 3 and 2,845 ÷ 7, each with work space and a required multiplication check.

Part 2: Real-World Problem Solving

A bakery packs 526 cookies into boxes of 8, and a school sends 175 fourth graders on vans that hold 9. The first asks how many cookies are left over; the second asks how many vans to reserve so every student gets a ride.

Part 3: Division Detective

Marcus claims 835 ÷ 4 = 208 R 3. Students run the check, quotient times divisor plus remainder, and rule on his answer with proof.

How teachers use it

After the algorithm lesson

The box at the top restates the steps you just taught, so this works the same afternoon. 2,845 ÷ 7 lands on a quotient with a zero in the middle, which is where the wheels usually come off.

Remainder talk

Run problems 5 and 6 together and ask why one remainder gets set aside and the other forces an extra van. That contrast is the whole point of the pair.

Fast finishers

Send early finishers to the Marcus problem. Proving someone else's answer with the check feels like grading, and they do it gladly.

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