CCSS.Math.Content.5.NBT.B.6
The Standard
Find whole-number quotients of whole numbers with up to four-digit dividends and two-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 larger whole numbers by two-digit numbers using place value, partial quotients, multiplication, or area models. They show how each step connects to multiplication and explain why the quotient is reasonable.
What Mastery Looks Like
- Students can solve a problem such as 2,856 ÷ 34 using partial quotients or an area model. They explain each partial product and verify the result by multiplying the quotient by the divisor.
Common Misconceptions
- Students may treat partial quotients as digits and place them incorrectly. They may subtract a partial product incorrectly, stop while the remainder is still larger than the divisor, or omit a zero in the quotient.
How to Assess It
- Give students 1,872 ÷ 24. Ask them to solve with an area model, write a matching equation, and check the quotient with multiplication.
Lesson moves
Ways to Teach It
Give pairs graph paper and sticky notes to build an area model for 1,344 ÷ 24, labeling each partial quotient.
Have students write why 20 is a useful first partial quotient when solving 936 ÷ 36.
Play Partial Quotient Match by pairing division cards with area models, equations, and quotient cards.
Ask students to determine how many 24-seat buses are needed for 1,152 students, then show the calculation with an area model.
Free download
Printable 5.NBT.B.6 Worksheet
A ready-to-print activity worksheet aligned to CCSS.Math.Content.5.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.4.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.4.NBT.B.5
Students need place-value multiplication and area models to choose, compute, and justify partial quotients with two-digit divisors.
- CCSS.Math.Content.4.NBT.A.1
Understanding each place as ten times the next supports estimating, decomposing dividends, and explaining partial quotients in multi-digit division.
What This Unlocks
Mastery here sets students up for these next.
- CCSS.Math.Content.6.NS.B.2
Standard algorithm fluency depends on place-value division, multiplication facts, and interpreting remainders developed through earlier multi-digit division strategies.
- CCSS.Math.Content.6.RP.A.2
Whole-number division strategies support seeing a unit rate as a quotient, though ratio meaning can begin with simpler examples.
Keep exploring
Related Standards
- CCSS.Math.Content.5.NF.B.7b
Interpret division of a whole number by a unit fraction, and compute such quotients.
- 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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