CCSS.Math.Content.4.NBT.B.6
The Standard
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.
Common Core State Standards for Mathematics · Number and Operations in Base Ten
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students divide large whole numbers by a single-digit number using place value, partial quotients, or multiplication facts. They show their thinking with equations, arrays, or area models and explain any remainder.
What Mastery Looks Like
- Students choose a workable strategy, record each step clearly, and place quotient digits correctly. They explain regrouping and verify that the divisor times the quotient, plus the remainder, equals the dividend.
Common Misconceptions
- Students may divide each digit separately without regrouping leftover place-value units. They may omit a zero in the quotient or write a remainder equal to or greater than the divisor. Some forget to check the result with multiplication and addition.
How to Assess It
- Give this exit ticket: Solve 1,375 ÷ 4 with an area model or equations, then verify your quotient and remainder using multiplication.
Lesson moves
Ways to Teach It
Use place-value disks to share 1,248 equally among three mats, trading larger units when needed, then record each step.
Ask students to explain why 1,375 ÷ 4 has a remainder and how they know the remainder is reasonable.
Play Division Match by pairing quotient cards with area models and multiplication check cards for the same problem.
Plan equal seating for 1,286 concert guests in six sections, then explain what the remainder means for the seating plan.
Free download
Printable 4.NBT.B.6 Worksheet
A ready-to-print activity worksheet aligned to CCSS.Math.Content.4.NBT.B.6, with an answer key for the teacher on its own page. No account needed.
PDF, US Letter, prints cleanly in black and white.
Download the worksheetLearning progression
Where This Standard Sits
See the whole path on the Number & Operations in Base Ten progression map.
Before This Standard
If students are struggling here, check these first.
- CCSS.Math.Content.3.OA.B.6
Seeing division as a missing multiplication factor supports choosing quotient digits and checking remainders in multi-digit division.
- CCSS.Math.Content.3.OA.C.7
Multi-digit division requires choosing partial quotients and remainders using one-digit multiplication facts and the multiplication-division relationship.
- CCSS.Math.Content.4.NBT.B.5
Division with remainders relies on place-value multiplication and the multiplication-division relationship to choose and justify quotient parts.
What This Unlocks
Mastery here sets students up for these next.
- CCSS.Math.Content.5.NBT.B.6
Two-digit divisor division extends the same place value, multiplication, and area model strategies used for one-digit divisors.
- CCSS.Math.Content.6.NS.B.4
Division with remainders supports checking factor pairs and divisibility, but GCF and LCM can begin from multiplication facts and lists.
Keep exploring
Related Standards
- CCSS.Math.Content.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and...
- CCSS.Math.Content.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and eq...
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