Long division with a number greater than 1,000 with remainder

Students learn to use long division to divide a number >1,000 with remainder.

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The students learn to use long division to divide a number greater than 1,000 with remainder.

CCSS.Math.Content.6.NS.B.2

Students will be able to use long division to divide a number greater than 1,000, with remainder.

The students first both solve the problem. Then they play rock, paper, scissors. The one who wins the game, gives the answer. Is the answer correct? Then that student gets a point. If the answer is incorrect, the other student gets a point.

Explain that with long division the numbers of the problem are next to each other. First you write the divisor on the left. Then you write the dividend on the left and draw a box around it. You will write your answer on top of the box. Show that you first look at the first digit. That is the 6 of 6467. You cannot divide this 6 by 32, so you also need the next digit. Next you see how many times you can divide 64 by 32. Emphasize that you can make a row of the table of 32 to help you with this. In this way youc can quickly check to see what the largest number is that you can take away. In this case the largest number is: 2 × 32 = 64. Write the number 64 under the 64 and subtract them from one another. You write the outcome (0) underneath. You write the 2 along with the 0 on top of the box. You now have 67 left over. The largest number you can take away is 2 × 32 = 64. Write the 2 from the answer next to the 20 on top of the box. The 3 that you have left over cannot be divided by 32 so this becomes your remainder. Explain that sometimes a problem will ask for the remainder, where there is no remainder. In that case you write a 0 in the remainder. Practice the problem 8842 ÷ 22 together with the students. You can remove the cover to show the helping row. Now have the students solve the following three problems on their own using long division.

Check whether the students can use long division to divide a number greater than 1,000 with remainder by asking the following question:

- What steps do you follow to solve a division problem with remainder using long division?

The students test their understanding of using long division to divide a number greater than 1,000 with remainder through ten exercises. The students may use scrap paper to write out their calculations, and remind them that they can always write out the table of the divisor to help them find the largest number to take away.

Discuss once again the importance of being able to use long division to divide a number greater than 1,000 with remainder. As a closing activity you have the students work in pairs to solve the problems using long division. First the students solve a problem individually, then look at the answer and steps together with their partner. Could they have taken away larger numbers from the dividend?

Have students that have difficulty with long division with a number greater than 1,000 with remainder, first practice long division with a number to 1,000 without remainder. Have these students first make a helping row, before they begin with their calculations. Once they master this you can have them use long division to divide a number to 1,000 with remainder.

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