Maryland Math 4.NOS.B.6.d
The Standard
- 4.NOS.B.6
- Divide whole numbers with up to four-digit dividends and one-digit divisors with and without remainders.
Represent and explain the computation by connecting rectangular arrays, area models, and/or equations to the meaning of division.
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 show division with equal rows or a rectangle whose total area and one side are known. They split the rectangle into smaller parts, find the missing side length, and explain what the quotient counts.
What Mastery Looks Like
- For 96 ÷ 4, a student draws four rows and splits the rectangle into sections of 80 and 16 squares. They find widths of 20 and 4, write 96 ÷ 4 = 20 + 4 = 24, and explain that each row has 24 squares.
Common Misconceptions
- Students may label 96 as a side length instead of the total number of squares. They may think four rows means four squares in each row, or add 80 and 16 to find the quotient without dividing each part by 4.
How to Assess It
- Ask students to draw a four-row area model for 96 ÷ 4, splitting the area into 80 and 16. Have them label both widths, write an equation, and explain what the quotient counts.
Lesson moves
Ways to Teach It
Arrange 48 square tiles into four equal rows, sketch the rectangle, and write 48 ÷ 4 = 12 beside it.
Show a 4-by-24 rectangle split into 4-by-20 and 4-by-4 sections; ask, "Where do 80, 16, and 24 appear in 96 ÷ 4?"
Give pairs equation cards and area-model cards for 72 ÷ 3, 84 ÷ 4, and 96 ÷ 4; match each pair and explain.
Plan 96 chairs in four equal rows; draw the seating rectangle, split it into two smaller rectangles, and find the chairs per row.
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Printable 4.NOS.B.6.d Worksheet
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Related Standards
- 4.NOS.B.5.d
Represent and explain the computation by connecting rectangular arrays, area models, and/or equations to the meaning of multiplication.
- 5.NOS.B.5.d
Represent and explain the computation by connecting rectangular arrays, area models, and/or equations to the meaning of division.
- 5.NOS.B.7.e
Represent and explain the computation by connecting concrete models, drawings, and/or equations to the meaning of multiplication and division.
- 6.NOS.A.1.c
Represent and explain the calculation by connecting fraction models, and/or equations to the meaning of division.
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