Wyoming Math 4.NBT.6
The Standard
Use strategies based on place value, the properties of multiplication, and/or the relationship between multiplication and division to find quotients and remainders with up to four-digit dividends and one-digit divisors. Use appropriate models to explain the calculation, such as by using equations, rectangular arrays, and/or area models.
2023 Wyoming Mathematics Content and Performance Standards · Use place value understanding and properties of operations to perform multi-digit arithmetic (limited to whole numbers less than or equal to 1,000,000).
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students divide numbers up to four digits by one-digit numbers using place value and multiplication. They use an area model, array, or equation to explain the quotient and any remainder.
What Mastery Looks Like
- A student can show that 1,247 ÷ 3 is 415 R2. They check that 3 × 415 + 2 = 1,247 and that the remainder is less than 3.
Common Misconceptions
- Students may drop a zero in the quotient, writing 39 instead of 309 for 1,236 ÷ 4. They may count leftovers as another full group or give a remainder as large as the divisor.
How to Assess It
- On an exit ticket, ask students to solve 1,247 ÷ 3 with an area model, then check their answer with multiplication.
Lesson moves
Ways to Teach It
Use place-value disks to share 1,248 among three groups, exchanging one thousand for ten hundreds when needed.
Ask partners to draw an area model and explain why 1,236 ÷ 4 is 309, not 39.
Make cards for 1,247 ÷ 3 and 1,236 ÷ 4; students match each to a quotient card and check by multiplication.
Tell students a school packs 1,247 pencils six to a bag; ask for the number of full bags and leftover pencils.
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Printable 4.NBT.6 Worksheet
A ready-to-print activity worksheet aligned to 4.NBT.6, with an answer key for the teacher on its own page. No account needed.
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