Divide with Remainders

1. Circle the correct answer to the 4. When Anderson, Finn and Julia put their
calculation below. gel pens together, they have a total of 87.
They want to share them equally into 6
10 10 1 1 1 1
÷ 3 = pots for their friends to use. Anderson
10 10 1 1 1 1 1 says,

There will be 3 pots with 14 pens

49 and 3 pots with 15 pens. 87
divided by 6 is 14 remainder 3.

30 ÷ 3 = 19 ÷ 3 =
______________________ ______________________ 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1

16 16 r1 16 r2 Is Anderson correct? Prove it.

VF R

2. Complete the calculation. 5. Divide the number 79 by each digit

card and sort the calculations into the
97 ÷ 7 = table.
10 10 10 1 1 1 1 1
T O
10 10 10 10 1 1 1 1
10 10 10 10 10 1 1 1 1 1
10 10 10 10 1 1 5 3 6 2 4

remainder < 3 remainder > 3

97

Which calculation cannot be sorted into

VF the table? Explain your answer. R

3. Match each calculation to the correct 6. Use the digit cards to find the dividend
answer. Use the counters to help you. in the calculation below. The answer to
the calculation must have a remainder of
10 10 10 10 10 1 1 1 1 4. Each digit card can only be used once.

10 r4 ÷ 6 = r4
A. 54 ÷ 5 =
13 r3

9 8 5 4 2
9 r4
B. 54 ÷ 4 =

13 r2 Use place value counters to help you find

VF
two possible solutions. PS

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Divide with Remainders – Prior Learning
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 Efficient Division
1. Fill in the blanks to solve each partitioned calculation below.

847 ÷ 7 = 528 ÷ 4 = 489 ÷ 3 =

840 ÷7= 520 ÷4= ÷3=

7 ÷7= ÷4= 9 ÷3=

847 ÷ 7 = 528 ÷ 4 = 489 ÷ 3 =

VF

2. Select ALL the calculations that could help to solve each division below.

432 ÷ 6 = 520 ÷ 8 = 492 ÷ 12 =

A. 432 ÷ 2 A. 260 ÷ 2 A. 490 ÷ 12

B. 430 ÷ 6 B. 500 ÷ 8 B. 246 ÷ 6

C. 216 ÷ 3 C. 520 ÷ 2 C. 492 ÷ 10

D. 216 ÷ 4 D. 130 ÷ 2 D. 492 ÷ 2

VF

3. Rae and Ahmed have solved the same calculation. Whose method is more
efficient?

Rae’s method Ahmed’s method

852 ÷ 6 = ?
1 4 2
2 1 852 ÷ 2 = 426
6 8 5 2 426 ÷ 3 = 142

852 ÷ 6 = 142

Explain your answer.

RPS

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Efficient Division – Homework – Year 5
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 Efficient Division
1a. Ben has used partitioning to divide. 1b. Leo has used partitioning to divide.
324 ÷ 3 = 300 ÷ 3 = 100 642 ÷ 6 = 600 ÷ 6 = 100
24 ÷ 3 = 8 42 ÷ 6 = 7
100 + 8 = 108 100 + 7 = 107
Fill in the gaps to complete each division. Fill in the gaps to complete each division.
212 ÷ 2 = _____÷ 2 = _____ 864 ÷ 8 = 800 ÷ _____= 100
12 ÷ _____= 6 _____÷ 8 = _____
_____+ 6 = _____ 100 + _____= _____
832 ÷ 4 = 800 ÷ _____= _____ 927 ÷ 3 = _____÷ 3 = _____
_____÷ 4 = _____ 27 ÷ _____= _____
_____ + _____= _____ VF _____+ _____= _____ VF

2a. Ria has used factor pairs to divide. 2b. Jaz has used factor pairs to divide.
Factors of 8 are 2 and 4. Factors of 12 are 2 and 6.
648 ÷ 2 = 324 252 ÷ 2 = 126
Uses Ria’s Uses Jaz’s
324 ÷ 4 = 81 126 ÷ 6 = 21
method to method to
So 648 ÷ 8 = 81 So 252 ÷ 12 = 21
help you help you
match each calculation to its answer. match each calculation to its answer.
Factors of 6 are 2 and 3 Factors of 9 are 3 and 3
52 21
432 ÷ 6 = ? 243 ÷ 9 = ?

Factors of 8 are 2 and 4 Factors of 14 are 2 and 7

72 26
336 ÷ 8 = ? 294 ÷ 14 = ?

Factors of 12 are 3 and 4 Factors of 15 are 3 and 5

42 27
624 ÷ 12 = ? VF
390 ÷ 15 = ? VF

3a. Jo uses a number line to solve 618 ÷ 6. 3b. Fi uses a number line to solve 621 ÷ 3.
100 groups of 6 200 groups of 3
3 groups of 6 7 groups of 3
618 ÷ 6 621 ÷ 3
= 103 = 207
0 600 618 0 600 621
Make jumps in groups of 3 to complete Make jumps in groups of 4 to complete
and solve the number line division below. the number line division below.
342 ÷ 3 = ________ 832 ÷ 4 = ________

0 300 342 0 832

VF VF

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Efficient Division – Year 5
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 Short Division
1a. The calculation below is incorrect. 1b. The calculation below is incorrect.
Explain why. Explain why.

1 3 2 1 6 2
2 1 1
7 9 3 8 3 4 5 6

R R

2a. Use two of the digit cards to create a 2b. Use two of the digit cards to create a
calculation where the result has six ones. calculation where the result has no tens.
The number being divided must be The number being divided must be
greater than 215 and less than 600. greater than 150 and less than 950.

2 3 6 1 8 9

1 ÷ 2 = 2 ÷ 4 =

PS PS

3a. At a conference there are 840 people 3b. A school has 612 pupils. The
and tables seat either 6, 7 or 8 people. headteacher is organising a treasure hunt
and wants to arrange the pupils in groups
There are only 125 tables available and of 3, 4 or 6.
the organisers want to use as many tables
as possible. Each group needs a compass and there
are only 160 available in the school.
How many seats should they use at each
table? How many children should be in each
group for the most compasses to be
used?

PS PS

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Short Division – Year 5
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 Short Division
1a. Use the model below to solve the 1b. Use the model below to solve the
calculation 93 ÷ 3. calculation 56 ÷ 4.

93 88

90 3 80 8

÷3 ÷3 ÷4 ÷4

+ +

93 ÷ 3 = 48 ÷ 4 =
VF VF

2a. An aeroplane lands with 584
passengers. They are divided equally
between 4 border control desks. How
many passengers use each desk?
H T
2b. 372 children attend a multi-school
sports competition. They are divided
equally into teams of 3. How many
children are in each team?
O H T O

VF VF

3a. Match the calculation to the correct 3b. Match the calculation to the correct
answer. answer.

565 ÷ 5 = 112 579 ÷ 3 = 106

784 ÷ 7 = 201 848 ÷ 8 = 134

603 ÷ 3 = 113 938 ÷ 7 = 193

VF VF

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Short Division– Year 5
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 Divide with Remainders
1. Use >, < or = to complete the statement below.

4 4 8 4 9 3 3 6 6 8

1,000 1,000 100 100 10 10 1 1 1 1,000 100 100 10 10 1 1 1

1,000 1,000 100 100 10 10 1 1 1,000 100 100 10 10 1 1 1

100 100 1 1 1,000 100 100 10 10 1 1

100 100 1 1
D VF
HW/Ext

2. Complete the Carroll diagram. Use place value counters to help you.

Remainder of 1 Remainder of 2

Answer between
1,000 and 3,000

Answer above
3,000

3,364 ÷ 3 4,486 ÷ 4 6,425 ÷ 2 9,635 ÷ 3

D VF
HW/Ext

3. Find the missing digits.

3 2 1 2 r1 4 2 3 2 r1
3 9 6 3 7 2 8 4 6 5

D RPS
HW/Ext

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Homework/Extension – Divide with Remainders – Year 5 Developing
 Divide with Remainders
4. Use >, < or = to complete the statement below.

6 7 8 4 6 7 9 1 4 7

1,000 1,000 1,000 100 100 100 10 10 1 1 1,000 1,000 1,000 100 10 10 1 1 1

1,000 1,000 100 100 100 10 1 1 1,000 1,000 1,000 10 1 1

1,000 1,000 100 100 10 1 1 1,000 1,000 1,000 10 1 1

E VF
HW/Ext

5. Complete the Carroll diagram.

Remainder of or between 1 Remainder of or between 4
and 3 and 7

Answer below
1,000

Answer above
1,000

2,345 ÷ 3 5,696 ÷ 7 6,609 ÷ 5 7,629 ÷ 6

E VF
HW/Ext

6. Find the missing digits.

1 2 0 7 r5 1 2 0 1 r6
6 7 2 4 7 8 9 6 1 4

E RPS
HW/Ext

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Homework/Extension – Divide with Remainders – Year 5 Expected
 Divide with Remainders
7. Complete the calculation to make the statement correct.

1 2 r7
<
6 1 3 4 5 8 9

GD VF
HW/Ext

8. Complete the Carroll diagram.

Remainder is a prime Remainder is a composite
number number

Answer below
1,000

Answer above
1,000

4,524 ÷ 5 8,486 ÷ 7 4,239 ÷ 6 9,816 ÷ 9

GD VF
HW/Ext

9. Find the missing digits so that both calculations have a remainder of 5.

1 7 1 r5 1 3 8 0 r5
9 1 5 4 4 7 9 6 6 5

GD RPS
HW/Ext

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Homework/Extension – Divide with Remainders – Year 5 Greater Depth
 Divide with Remainders Divide with Remainders
1a. Match the question to the correct 1b. Match the question to the correct
answer. answer.
3,665 ÷ 3 2,463 ÷ 2
Thousands Hundreds Tens Ones Thousands Hundreds Tens Ones
1,000 100 100 10 10 1 1 1,000 1,000 100 100 10 10 1 1

1,000 100 100 10 10 1 1 100 100 10 10 1

1,000 100 100 10 10 1

10 10

D 1,664 r3 1,222 r1 1,221 r2 VF D 2,462 r1 1,231 r1 1,230 r3 VF

2a. True or false? The answer to the 2b. True or false? The answer to the
calculation below has a remainder. calculation below has a remainder.
4,844 ÷ 4 6,335 ÷ 3
Thousands Hundreds Tens Ones Thousands Hundreds Tens Ones
1,000 1,000 100 100 10 10 1 1 1,000 1,000 100 10 1 1

1,000 1,000 100 100 10 10 1 1 1,000 1,000 100 10 1 1

100 100 1,000 1,000 100 10 1

100 100

D VF D VF

3a. Calculate the value of A. 3b. Calculate the value of B.

2,627 5,556

A A 1 B B B B B 1

1,000 100 100 100 10 1 1 1 1 1,000 1,000 1,000 100 100 10 10 10 1 1

1,000 100 100 100 10 1 1 1 1,000 1,000 100 100 100 10 10 1 1 1

D 2 VF D 5 VF

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Varied Fluency – Divide with Remainders – Year 5 Developing
 Divide with Remainders Divide with Remainders
4a. Match the question to the correct 4b. Match the question to the correct
answer. answer.
6,463 ÷ 6 5,452 ÷ 5
Thousands Hundreds Tens Ones Thousands Hundreds Tens Ones
1,000 1,000 100 100 10 10 1 1 1,000 1,000 100 100 10 10 1 1

1,000 1,000 100 100 10 10 1 1,000 1,000 100 100 10 10

1,000 1,000 10 10 1,000

10

E 1,077 r1 1,106 r3 1,077 r3 VF E 1,092 r1 1,090 r2 1,900 r2 VF

5a. True or false? The answer to the 5b. True or false? The answer to the
calculation below has a remainder. calculation below has a remainder.
8,832 ÷ 8 7,234 ÷ 7
Thousands Hundreds Tens Ones Thousands Hundreds Tens Ones
1,000 1,000 100 100 10 10 1 1 1,000 1,000 100 100 10 10 1 1

1,000 1,000 100 100 10 1,000 1,000 10 1 1

1,000 1,000 100 100 1,000 1,000

1,000 1,000 100 100 1,000

E VF E VF

6a. Calculate the value of A. 6b. Calculate the value of B.

5,269 3,248

A A A A A 4 B B B 2

5 3
E VF E VF

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Varied Fluency – Divide with Remainders – Year 5 Expected
 Divide with Remainders Divide with Remainders
7a. Match the question to the correct 7b. Match the question to the correct
answer. answer.

A. 6,376 ÷ 7 754 r4 A. 5,465 ÷ 9 444 r2

B. 4,528 ÷ 6 1,820 r3 B. 2,848 ÷ 5 607 r2

C. 7,283 ÷ 4 910 r6 c. 3,554 ÷ 8 569 r3

GD VF GD VF

8a. Complete the calculation so that it 8b. Complete the calculation so that it
has a remainder of 1. has a remainder of 4.

1 1 0 7 r1 5 5 9 r4
9 9 9 6 4 7 3 8 6 5

GD VF GD VF

9a. When divided, the number below has 9b. When divided, the number below has
a remainder of 1. What was it divided by? a remainder of 1. What was it divided by?

8,476 8,119

GD VF GD VF

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Varied Fluency – Divide with Remainders – Year 5 Greater Depth