# Multi-Digit Division

## Objective

Solve two-digit dividend division problems with a remainder in the tens and/or ones place with smaller divisors and quotients.

## Common Core Standards

### Core Standards

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• 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.

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• 4.NBT.A.1

• 4.NBT.B.4

• 4.NBT.B.5

• 3.OA.C.7

## Criteria for Success

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1. Solve two-digit dividend division problems with a remainder in the tens place, where the quotient is less than 20.
2. Solve two-digit dividend division problems with a remainder in the tens and the ones place, where the quotient is less than 20.
3. Check the work of a division calculation by multiplying the quotient and divisor and adding the remainder to see if it equals the dividend.
4. Understand why it is more efficient to start with the largest place value when dividing. (Optional: see Anchor Task #2.)

## Tips for Teachers

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• The following material is needed for today's lesson: base ten blocks

As noted in Lesson 5 Anchor Task #2, because many of the computations in this lesson involve a remainder when computing the partial quotient in the ones place, the computation has been recorded using the partial quotients algorithm to avoid writing the “R” notation after an equal sign. If you’d like to postpone the introduction of the partial quotient notation, you could either record the computation in a way that is similar to Lesson 5 Anchor Task #1 but in such a way to avoid confusion regarding the equality of a computation with its quotient and remainder. (See the Tips for Teachers section of Lesson 1 to read more.)

#### Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 1 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.

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• Problem Set
• Student Handout Editor
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### Problem 1

Starbursts come in packages of 10. Mr. Duffy has 3 packages of Starburst that he wants to share evenly with Ms. Glynn. How many Starbursts will they each get?

#### Guiding Questions

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### Problem 2

Explain how the computation $68\div4$ demonstrates that it is more efficient to divide starting with the largest place value rather than the smallest.

#### Guiding Questions

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### Problem 3

Solve. Then check your work.

${56\div3}$

#### Guiding Questions

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## Problem Set & Homework

#### Discussion of Problem Set

• Review any of the computational problems with which students seemed to struggle.
• Look at #2. What mistake did Cayman make? How can he correct his work?
• Look at #3a. How is this solution related to #1d? Where are the divisor, dividend, quotient, and remainder represented in #1d? Where are they represented in #2a?
• Look at #4. How did you find the number? How is this related to the process of checking our work?
• Did you use any other strategies from Lesson 4 to solve any problems on today’s Problem Set? For example, #3a?

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### Problem 1

Solve. Show or explain your work. Then check your work.

a.    ${56\div4}$                    b.    ${52\div3}$

### Problem 2

When 69 is divided by 5 the remainder is 4. Use multiplication to explain why this is true.

#### References

PARCC Released Items Math Spring 2017 Grade 4 Released ItemsQuestion #28

Math Spring 2017 Grade 4 Released Items is made available by The Partnership for Assessment of Readiness for College and Careers (PARCC). Copyright © 2017 All Rights Reserved. Accessed May 29, 2018, 4:16 p.m..

Modified by The Match Foundation, Inc.

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