CH02-02 lesson

Multi-Digit Division Learning Activity

A focused Grade 6 learning session for Multi-Digit Division using visual models, worked examples, strategy guidance, and a short mastery check.

Start the lesson Print practice sample
15
minutes
6
lesson parts
11
practice items
Learning goal

Students will build Grade 6 mastery of multi-digit division using models, equations, and test-style reasoning.

Student goal: I can solve problems involving multi-digit division.

Helpful first: Dividing Fractions by Fractions
concept

Learn the Idea

Multi-Digit Division means choosing a model, naming what each number means, and explaining the strategy.

  • Read the question carefully and identify what is being asked.
  • Choose a model, equation, table, or diagram that matches the situation.
  • Solve one step at a time and keep units or labels attached.
  • Use the answer explanation to check that the result makes sense.
visual model

See the Math

Visual Model 1

Question: What is the quotient?

\begin{tcolorbox}[colback=lmidbox!25, colframe=midnight!40, arc=2pt, boxrule=0.6pt, width=0.6\linewidth, halign=center, fontupper=\small] \textbf{Long Division: $2{,}856 \div 12$}\\[4pt]
\(28 \div 12\)\(= 2\), remainder \(4\)
Bring down \(5\): \(45 \div 12\)\(= 3\), remainder \(9\)
Bring down \(6\): \(96 \div 12\)\(= 8\), remainder \(0\)
Quotient:\(\mathbf{238}\)
\end{tcolorbox}
  • A. \(238\)
  • B. \(240\)
  • C. \(242\)
  • D. \(250\)

Why it works: \(2{,}856 \div 12 = 238\). The long division shows quotient 238 with no remainder.

Answer: \(238\)

worked example

Follow a Worked Example

Example 1

Question: What is \(5{,}472 \div 24\) using partial quotients?

\begin{tcolorbox}[colback=lmidbox!25, colframe=midnight!40, arc=2pt, boxrule=0.6pt, width=0.85\linewidth, halign=center, fontupper=\small] \textbf{Partial Quotients: $5{,}472 \div 24$}\\[4pt]
\(24 \times 200 = 4{,}800\)\(\Rightarrow\)\(5{,}472 - 4{,}800 = 672\)
\(24 \times 20 = 480\)\(\Rightarrow\)\(672 - 480 = 192\)
\(24 \times 8 = 192\)\(\Rightarrow\)\(192 - 192 = 0\)
\multicolumn{3}{c}{Quotient: \(200 + 20 + 8 = \mathbf{228}\)}
\end{tcolorbox}
  • A. \(226\)
  • B. \(232\)
  • C. \(230\)
  • D. \(228\)
  1. Using partial quotients: \(200 + 20 + 8 = 228\).
  2. Verify: \(24 \times 228 = 5{,}472\).

Answer: \(228\)

Example 2

Question: Using the area model above, what is the quotient \(2{,}688 \div 32\)?

Example 2

  • A. \(84\)
  • B. \(86\)
  • C. \(88\)
  • D. \(90\)
  1. The area model shows \(80 + 4 = 84\).
  2. Verify: \(32 \times 80 = 2{,}560\) and \(32 \times 4 = 128\), so \(2{,}560 + 128 = 2{,}688\).

Answer: \(84\)

real world

Connect It to a Real Situation

Problem 1

Question: A school orders \(4{,}725\) pencils to distribute equally among 15 classrooms. How many pencils does each classroom receive?

  • A. \(315\)
  • B. \(305\)
  • C. \(325\)
  • D. \(335\)

Why it works: \(4{,}725 \div 15 = 315\). Each classroom receives 315 pencils.

Answer: \(315\) pencils

strategy

Avoid Mistakes and Choose a Strategy

  • Rushing before identifying what the numbers represent.
  • Choosing an operation that does not match the situation.
  • Dropping labels, units, or context from the answer.
  • Skipping the estimate or reasonableness check.
  • Underline the question being asked.
  • Use a model before jumping to computation.
  • Write an equation that matches the story or picture.
  • Explain the final answer in a sentence.
summary

Remember the Key Idea

Multi-Digit Division becomes easier when students connect the question to a model, use clear steps, and explain why the answer fits.

GOLDEN RULE

Understand the model before choosing the operation.

Guided to independent practice

Solve before opening the answer

Use scratch paper. The explanation matters more than simply seeing whether the choice is correct.

warmup

2 questions
G6-C02-T02-Q001 About 1 min

What is \(1{,}248 \div 24\)?

  1. A \(52\)
  2. B \(48\)
  3. C \(42\)
  4. D \(62\)
Check answer and explanation

Answer A: \(52\)

Use long division or estimation: \(24\times50=1{,}200\), leaving \(48\). Then \(48\div24=2\), so \(1{,}248\div24=52\).

G6-C02-T02-Q002 About 1 min

Divide \(3{,}564\) by \(12\).

  1. A \(297\)
  2. B \(287\)
  3. C \(305\)
  4. D \(312\)
Check answer and explanation

Answer A: \(297\)

\(3{,}564 \div 12 = 297\). Check: \(12 \times 297 = 3{,}564\).

guided

1 question
G6-C02-T02-Q003 About 1 min

What is \(5{,}280 \div 16\)?

  1. A \(315\)
  2. B \(320\)
  3. C \(330\)
  4. D \(345\)
Check answer and explanation

Answer C: \(330\)

\(5{,}280 \div 16 = 330\). Verify: \(16 \times 330 = 5{,}280\).

practice

5 questions
G6-C02-T02-Q004 About 1 min

Divide \(2{,}805\) by \(15\).

  1. A \(187\)
  2. B \(185\)
  3. C \(175\)
  4. D \(195\)
Check answer and explanation

Answer A: \(187\)

\(2{,}805 \div 15 = 187\). Check: \(15 \times 187 = 2{,}805\).

G6-C02-T02-Q005 About 1 min

What is \(4{,}368 \div 21\)?

  1. A \(206\)
  2. B \(208\)
  3. C \(212\)
  4. D \(216\)
Check answer and explanation

Answer B: \(208\)

\(4{,}368 \div 21 = 208\). Verify: \(21 \times 208 = 4{,}368\).

G6-C02-T02-Q006 About 1 min

Divide \(6{,}750 \div 25\).

  1. A \(260\)
  2. B \(268\)
  3. C \(275\)
  4. D \(270\)
Check answer and explanation

Answer D: \(270\)

\(6{,}750 \div 25 = 270\). Check: \(25 \times 270 = 6{,}750\).

G6-C02-T02-Q007 About 1 min

What is \(3{,}672 \div 18\)?

  1. A \(202\)
  2. B \(206\)
  3. C \(204\)
  4. D \(214\)
Check answer and explanation

Answer C: \(204\)

\(3{,}672 \div 18 = 204\). Check by multiplying: \(18 \times 204 = 18\times200 + 18\times4 = 3{,}600+72=3{,}672\).

G6-C02-T02-Q008 About 1 min

Divide \(5{,}544\) by \(24\).

  1. A \(231\)
  2. B \(225\)
  3. C \(228\)
  4. D \(235\)
Check answer and explanation

Answer A: \(231\)

\(5{,}544 \div 24 = 231\). Check: \(24 \times 231 = 5{,}544\).

exit

3 questions
G6-C02-T02-Q009 About 1 min

What is \(7{,}328 \div 32\)?

  1. A \(229\)
  2. B \(225\)
  3. C \(226\)
  4. D \(230\)
Check answer and explanation

Answer A: \(229\)

\(7{,}328 \div 32 = 229\). Check by multiplying back: \(32 \times 229 = 7{,}328\), so the division is exact.

G6-C02-T02-Q010 About 1 min

Divide \(8{,}190 \div 26\).

  1. A \(315\)
  2. B \(310\)
  3. C \(318\)
  4. D \(325\)
Check answer and explanation

Answer A: \(315\)

\(8{,}190 \div 26 = 315\). Check: \(26 \times 315 = 8{,}190\).

G6-C02-T02-Q011 About 1 min

A school orders \(4{,}725\) pencils to distribute equally among 15 classrooms. How many pencils does each classroom receive?

  1. A \(315\)
  2. B \(305\)
  3. C \(325\)
  4. D \(335\)
Check answer and explanation

Answer A: \(315\)

\(4{,}725 \div 15 = 315\). Each classroom receives 315 pencils.

Keep the learning path connected
Previous skillDividing Fractions by Fractions Recommended nextDecimal Operations Same strandDividing Fractions by Fractions Same strandDecimal Operations
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