Use strategies based on place value, properties of operations, and/or the relationship between multiplication and
division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends.

Illustrate and/or explain quotients using equations, rectangular arrays, and/or area models.

Arkansas Academic Standards:
4.NBT.B.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 the relationship between multiplication and division

Illustrate and explain the calculation by using equations, rectangular arrays, and area models

Arizona - K-12 Academic Standards:
4.NBT.B.6

Demonstrate understanding of division by finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.

Common Core State Standards:
Math.4.NBT.6 or 4.NBT.B.6

Georgia Standards of Excellence (GSE):
MGSE4.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.

North Carolina - Standard Course of Study:
4.NBT.6

Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.

New York State Next Generation Learning Standards:
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. Notes on and/or:

Students should be taught to use strategies based on place value, the properties of operations, and the relationship between multiplication and division; however, when solving any problem, students can choose any strategy.

Students should be taught to use equations, rectangular arrays, and area models; however, when illustrating and explaining any calculation, students can choose any strategy.

Tennessee Academic Standards:
4.NBT.B.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.

Wisconsin Academic Standards:
4.NBT.B.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, or area models.

Pennsylvania Core Standards:
CC.2.1.4.B.2

Use place-value understanding and properties of operations to perform multi-digit arithmetic

Pennsylvania Core Standards:
M04.A-T.2.1.3

Divide up to four-digit dividends by one-digit divisors with answers written as whole-number quotients and remainders.

4th Grade Math - Division Lesson

One way to divide a number with more than one digit by a one-digit number is by using partial quotients.

Example:

Step 1: Set up the problem.

3

3164

Step 2: Think of a multiple of 3 that is less than 3,164. An easy multiple of 3 is 3,000 (3 × 1,000 = 3,000). Write 1,000 to the right of the long line, and write 3,000 under 3,164. Subtract 3,000 from 3,164.

3

3164

1000

- 3000

164

Step 3: Repeat the process with 164. A multiple of 3 that is less than 164 is 150 (3 × 50 = 150).

3

3164

1000

- 3000

164

50

- 150

14

Step 4: Repeat the process with 14. A multiple of 3 that is less than 14 is 12 (3 × 4 = 12).

3

3164

1000

- 3000

164

50

- 150

14

4

- 12

2

Step 5: Add the numbers on the right.

1,000 + 50 + 4 = 1,054

Since 2 is not divisible by 3, the remainder is 2. So, 3,164 ÷ 3 = 1,054 R2.

Use long division to divide a multi-digit number by a one-digit number.

Example:

Step 1: Write the divisor to the left of the long division symbol, and write the dividend under the long division symbol.

Step 2: The first digit of the dividend, 3, is less than the divisor, 4, so divide the first two digits of the dividend by the divisor (31 ÷ 4 = 7 R3). Write the 7 in the hundreds place of the quotient.

Step 3: Bring down the next digit in the dividend, 7, and divide (37 ÷ 4 = 9 R1). Write the 9 in the tens place of the quotient.

Step 4: Bring down the next digit in the dividend, 6, and divide (16 ÷ 4 = 4). Write the 4 in the ones place of the quotient.

Use long division to divide a multi-digit number by a one-digit number.

Example:

Step 1: Write the divisor to the left of the long division symbol, and write the dividend under the long division symbol.

Step 2: The first digit of the dividend, 5, is less than the divisor, 6, so divide the first two digits of the dividend by the divisor (52 ÷ 6 = 8 R4). Write the 8 in the tens place of the quotient.

Step 3: Bring down the next digit in the dividend, 3, and divide (43 ÷ 6 = 7 R1). Write the 7 in the ones place of the quotient.

Step 4: 1 cannot be divided by 6 evenly, so the 1 is left over. The number left over at the end of a division problem is called the remainder. Write the remainder with the quotient.