Solve fourdigit dividend division problems with a remainder in any place.
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The supporting work of gaining familiarity with factors and multiples (4.OA.4) supports the major work here, particularly the standard algorithm’s dependence on students’ ability to find the greatest multiple less than the divisor.
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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Lin has a method of calculating quotients that is different from the ones we have explored so far. Here is how she found the quotient of $$4,314 ÷ 6$$:
Lin arranged the numbers for vertical calculations. Her plan was to divide each digit of 6,439 into 3 groups starting with the 6 thousands. 
There are 3 groups of 2 in 6, so Lin wrote 2 at the top and subtracted 6 from the 6, leaving 0. Then, she brought down the 4 hundreds of 6,439. 
There are 3 groups of 1 in 4, so she wrote 1 at the top and subtracted 3 from 4, which left a remainder of 1.

She brought down the 7 tens and wrote it next to the 1, which made 17. There are 3 groups of 5 in 17, so she wrote 5 at the top and subtracted 15 from 17, which left a remainder of 2. 
She brought down the 9 ones and wrote it next to the 2, which made 29. There are 3 groups of 9 in 29, so she wrote 9 at the top and subtracted 27 from 29, which left a remainder of 2. 
Study Lin's work and determine whether the strategy she used works.
Grade 6 Unit 5 Lesson 10 is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Jan. 29, 2019, 2:12 p.m..
Modified by The Match Foundation, Inc.Solve. Then check your work.
$$5,391\div4$$
Stefan is solving the following problem using the standard algorithm.
Stefan thinks he did something wrong, since 9 is greater than 7. Do you agree? How can he fix it?
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Solve. Show or explain your work. Then check your work.
$$1,773\div3$$
Grade 4 Mathematics > Module 3 > Topic G > Lesson 29 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BYNCSA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Here is a calculation of $$8,472\div5$$.
Grade 6 Unit 5 Practice Problems is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Dec. 14, 2018, 10:06 a.m..
Modified by The Match Foundation, Inc.Ms. Ruizdeporras is making gift bags for the fourth and fifthgrade teachers. She has 3,421 pencils to split evenly into 8 gift bags. Ms. Ruizdeporras will keep any extra pencils. How many pencils will each teacher get? How many more pencils would Ms. Ruizdeporras need in order to give teachers one more pencil?
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