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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 Divide with Remainders

1. 16 r1
2. 13 r6
3. A. 10 r4; B. 13 r2
4. Anderson is incorrect because he has not shared the pens equally between the pots.
87 ÷ 6 = 14 r3, which means there will be 14 pens in each pot with 3 left over.
5. The calculation 79 ÷ 4 cannot be sorted into the table because it has an answer with a
remainder of 3. The headers on the table are ‘remainder less than 3’ and ‘remainder
greater than 3’; there isn’t an option to have a remainder equal to 3.

6. Various answers, for example: 94 ÷ 6 = 15 r4; 58 ÷ 6 = 9 r4; 94 ÷ 6 = 15 r4; 52 ÷ 6 = 8 r4;

28 ÷ 6 = 4 r4

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Divide with Remainders – Prior Learning ANSWERS
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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

1. 840 ÷ 7 = 120; 7 ÷ 7 = 1; 847 ÷ 7 = 121

520 ÷ 4 = 130; 8 ÷ 4 = 2; 528 ÷ 4 = 132
480 ÷ 3 = 160; 9 ÷ 3 = 3; 489 ÷ 3 = 163
2. 432 ÷ 6 = A and C (factor pair); 520 ÷ 8 = A, C and D (half, half and half again); 492 ÷ 12
= B and D (factor pair)
3. Various answers, for example: Ahmed’s method is more efficient because he has used
factors to make the calculation easier to solve. The calculation starts with an even
number so can be halved (÷2). Then the result can be divided by 3 using known facts.
The short division method (Rae’s method) involves two exchanges where mistakes can
easily be made.

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Efficient Division – Homework ANSWERS
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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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 Efficient Division

1a. 212 ÷ 2 = 200 ÷ 2 = 100

12 ÷ 2 = 6
100 + 6 = 106
832 ÷ 4 = 800 ÷ 4 = 200
32 ÷ 4 = 8
200 + 8 = 208
1b. 864 ÷ 8 = 800 ÷ 8 = 100
64 ÷ 8 = 8
100 + 8 = 108
927 ÷ 3 = 900 ÷ 3 = 300
27 ÷ 3 = 9
300 + 9 = 309
2a.
a s ae a

a s ae a

a s ae a

2b.

3a. 342 ÷ 3 = 114

100 groups of 3 14 groups of 3

0 300 342

3b. 832 ÷ 4 = 208

200 groups of 4 8 groups of 4

0 800 832

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Efficient Division ANSWERS
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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.
1 3 2
2 1
7 9 3 8

The result of the second exchange is incorrect. It should be 2 tens rather than 1, which
forms 28 in the final column. This would then give an answer of 134.
1b.
1 6 2
1
3 4 5 6

The second column is incorrect and should be 5 (representing 5 tens), giving the answer
152.

2a. 312 ÷ 2 = 156

2b. 812 ÷ 4 = 203
3a. 7 seats. 840 ÷ 7 = 120, leaving 5 tables unused.
3b. 4 children. 612 ÷ 4 = 153, leaving 7 compasses unused.

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

1a. 30 + 1 = 31 so 93 ÷ 3 = 31
1b. 20 + 2 = 22 so 88 ÷ 4 = 22
2a. 2b.

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

3a. 3b.

565 ÷ 5 = 112 579 ÷ 3 = 106

784 ÷ 7 = 201 848 ÷ 8 = 134

603 ÷ 3 = 113 938 ÷ 7 = 193

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Short Division ANSWERS
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 Homework/Extension
Step 7: Divide with Remainders

Teaching note: We have included grids for short division and recommend that this
resource is printed in colour or greyscale.

National Curriculum Objectives:

Mathematics Year 5: (5C7b) Divide numbers up to 4 digits by a one-digit number using the
formal written method of short division and interpret remainders appropriately for the
context

Differentiation:
Questions 1, 4 and 7 (Varied Fluency)
Developing Complete the comparison statement. No use of zero as a place holder and no
exchanges. Short method of division supported by place value grid and showing
grouping.
Expected Complete the comparison statement. Some use of zero as a place holder and
includes up to two exchanges. Some pictorial support, for example place value counters
to support with exchanging.
Greater Depth Complete the calculation to make the comparison statement correct. Use
of zero as a place holder and including up to three exchanges, where some numbers
within calculations are incomplete.

Questions 2, 5 and 8 (Varied Fluency)

Developing Complete the Carroll diagram. No use of zero as a place holder and no
exchanges. Short method of division supported by suggestion of using a place value grid.
Expected Complete the Carroll diagram. Some use of zero as a place holder and includes
up to two exchanges.
Greater Depth Complete the Carroll diagram. Use of zero as a place holder and includes
up to three exchanges.

Questions 3, 6 and 9 (Reasoning and Problem Solving)

Developing Identify the missing digits. No use of zero as a place holder and no exchanges.
Expected Identify the missing digits. Some use of zero as a place holder and includes up to
two exchanges.
Greater Depth Identify the missing digits. Use of zero as a place holder and includes up to
three exchanges. Remainders given as additional parameter.

More Year 5 Multiplication and Division resources.

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Homework/Extension – Divide with Remainders – Teaching Information
 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
 Homework/Extension
Divide with Remainders

Developing
1. <
2.

3.

Expected
4. >
5.

6.

Greater Depth
7. 8,967 ÷ 8 = 1,120 r7
8.

9. Various answers, for example:

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Homework/Extension – Divide with Remainders ANSWERS
 Varied Fluency
Step 7: Divide with Remainders

Teaching note: We have included grids for short division and recommend that this
resource is printed in colour or greyscale.

National Curriculum Objectives:

Mathematics Year 5: (5C7b) Divide numbers up to 4 digits by a one-digit number using the
formal written method of short division and interpret remainders appropriately for the
context

Differentiation:
Developing Questions to support dividing numbers with remainders. No use of zero as a
place holder and no exchanges. Short method of division supported by place value grids
showing grouping.
Expected Questions to support dividing numbers with remainders. Some use of zero as a
place holder and including up to two exchanges. Pictorial support for some questions, for
example place value counters to support with exchanging.
Greater Depth Questions to support dividing numbers with remainders. Use of zero as a
place holder and including up to three exchanges, where some numbers within
calculations are incomplete.

More Year 5 Multiplication and Division resources.

Did you like this resource? Don’t forget to review it on our website.

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Varied Fluency – Divide with Remainders – Teaching Information
 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
 Varied Fluency Varied Fluency
Divide with Remainders Divide with Remainders

Developing Developing
1a. 1,221 r2 1b. 1,231 r1
2a. False. The answer is 1,211. 2b. True. The answer is 2,111 r2.
3a. A = 1,313 3b. B = 1,111

Expected Expected
4a. 1,077 r1 4b. 1,090 r2
5a. False. The answer is 1,104. 5b. True. The answer is 1,033 r3.
6a. A = 1,053 6b. B = 1,082

Greater Depth Greater Depth

7a. A. 910 r6; B. 754 r4; C. 1,820 r3 7b. A. 607 r2; B 569 r3; C. 444 r2
8a. 9,964 ÷ 9 = 1,107 r1 8b. 3,567 ÷ 7 = 509 r4
9a. 8,476 ÷ 5 = 1,695 r1 9b. 8,119 ÷ 3 = 2706 r1 or 8,119 ÷ 9 = 902 r1

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Varied Fluency – Divide with Remainders ANSWERS