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## 4th grade

### Course: 4th grade > Unit 5

Lesson 1: Remainders# Division: FAQ

Frequently asked questions about division.

## What is a remainder?

When we divide one number by another, sometimes the division doesn't come out evenly. The remainder is the part that's left over.

For example, when we divide 17 by 4, we get a quotient of 4 with a remainder of 1.

Try it yourself with these exercises:

## What is division with place value?

When we divide larger numbers, we can break them down into smaller chunks using place value.

For example, when we divide 288 by 4, we can divide the 200 by 4, the 80 by 4, and the 8 by 4 and then add the quotients together.

Try it yourself with this exercise:

## How can we use area models to help us divide?

An area model is a way of visually breaking down a multiplication or division problem into smaller parts. We can use an area model to show the distributive property of multiplication and division.

For example, we can break apart 4, comma, 115, divided by, 4 using the area model below.

Try it yourself with these exercises:

## What is multi-digit division with partial quotients?

When we divide multi-digit numbers, we can use partial quotients to break the problem down into smaller chunks. For example, when we divide 486 by 3, we can break down 486 into 300, plus, 180, plus, 6.

Try it yourself with these exercises:

## Where do we use division in the real world?

We use division all the time! For example, we might use it to split a bill evenly between a group of friends, to calculate a batting average in baseball, or to figure out how many servings of food we can make from a recipe.

## Want to join the conversation?

- Look I think this is boring but fun. Helps me understand division more. But, that 3rd one doesn't make sense to me though.(15 votes)
- If you mean 486 divided by 3

The reason why it is layed out like that is because none of the whole numbers in 486 share a common multiple prior to the last complete term e.g. 4 (or 400) doesn't go into 3 as a multiple 8 (or 80) also doesn't go into 3 as a multiple so we have unsolved terms. So what they are doing is going to the next closest common multiple of the number that does not exceed it,

300 is the hundredth multiple of 3 (3x100=300)

180 is the 60th multiple of 3 (3x60=180)

And finally 6 is the 2nd multiple of 3 (3x2=6)

when we elimate these common multiples from 486 it makes it easier to find our answer when using this method of dividing.

Essentially this is method is the same as the previous section of breaking the equasion down to make it easier to solve.

In our intention to use a method to make solving equations easier. The breaking down of Multiples into Factors give us two methods

(partial products, partial quotients)(8 votes)

- stil cant belive i read all this.(12 votes)
- You spelt "still" wrong.(9 votes)

- I don't get what it is saying.(16 votes)
- i read the hole thing 5 timess and now i cant get it out of my head but in s good way(14 votes)
- sup and this is around 4 grade(11 votes)
- this really helped me thank you so much!!(11 votes)
- I already know a lot about division like long division so this should be really easy for me but at least I learned more than what I already know.(6 votes)
- whats long divisoin and what grade do you learn that in(5 votes)

- I like division(3 votes)
- this is hard!--

v(4 votes) - I don't get the division and fraction(4 votes)