Maryland Math 4.NOS.B.6.c
The Standard
- 4.NOS.B.6
- Divide whole numbers with up to four-digit dividends and one-digit divisors with and without remainders.
Use properties of operations and/or the inverse relationship between multiplication and division to divide.
Maryland College and Career Ready Standards for Mathematics (2025) · USE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI-DIGIT ARITHMETIC.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students split a number into parts that are easy to divide. They divide each part by the same number, then add the answers. They can also use a multiplication fact to find or check an answer.
What Mastery Looks Like
- For 84 ÷ 6, a student uses 60 ÷ 6 and 24 ÷ 6 to get 10 + 4 = 14. They check that 14 × 6 = 84 and explain why both parts were divided by 6.
Common Misconceptions
- Some students divide one part of the number but forget the other. Others split the divisor and add the results, as if 84 ÷ (2 + 4) equaled 84 ÷ 2 + 84 ÷ 4.
How to Assess It
- Exit ticket: Solve 96 ÷ 4 by splitting 96 into two parts divisible by 4. Show a multiplication check.
Lesson moves
Ways to Teach It
Give pairs 48 counters and 4 cups; have them share 40 counters, then 8, and record the two division facts.
Ask, "Why does splitting 84 into 60 and 24 help with 84 ÷ 6?" Have partners explain using multiplication.
Give pairs cards showing 72 ÷ 6 and 96 ÷ 8; award a point for each valid split and multiplication check.
Have students plan how to pack 84 pencils into 6 boxes by sharing 60 pencils first, then 24.
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Printable 4.NOS.B.6.c Worksheet
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Related Standards
- 3.NOS.D.7.b
Use properties of operations, and/or the inverse relationship between addition and subtraction.
- 5.NOS.B.7.d
Use properties of operations and/or the inverse relationship between multiplication and division to multiply and divide.
- 5.NOS.B.5.c
Use properties of operations and/or the inverse relationship between multiplication and division to divide.
- 6.NOS.B.2.b
Use strategies (e.g., partial quotients, inverse relationship between multiplication and division) to divide.
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