Division is easy to learn if you know how to add and multiply WELL.

Let’s look at a division problem to learn the key terms and how to solve them. The problem below labels the parts of a division problem.

_3_ <--- quotient (The Answer) (What's dividing) divisor---> 2 )6 <--- dividend (What's being divided up)

Here is the same problem in a different form, 6 Ã· 2 = 3

In words, we would say; six, divided by two, equals three.

Another way to look at it: you have 6 things to go into 2 boxes. How many will be in each box?

In the space provided, label the parts of the following division problem and put it into a new form.

_4_ <--- __________ ________---> 3 )12 <--- ____________ _______Ã·_______= ______

In the space below, write the problem in words or as it would be said aloud.

Let's look at the same problem without an answer.

___ <--- quotient ( The Answer) (What's dividing) divisor---> 3)12 <--- dividend (What's being divided up)

TO SOLVE THIS DIVISION PROBLEM WE ASK:

"3, TIMES WHAT, EQUALS 12?" -OR- "WHAT TIMES 3 EQUALS 12?"

This converts the division into 3 Ã— __?__ = 12. Which we can easily solve with a 4.

Let's practice with another division problem, fill in the blanks:

To solve the problem 18 Ã· 6 = ___

First, we __________ the division to the ______________problem 6 Ã— _ = 18 As a multiplication champion, you'll know that the answer is ____.

In summary, the following are all the same problems in different formats.

18 Ã· 6 = 3 _3_ 6 6 )18 Ã—318

In the spaces below, convert the following divisions to multiplications and solve.

___ ___ 5 )15 Ã—____

___ ___ 4 )12 Ã—____

___ ____ 6 )18 Ã—____

Now, go here for division worksheets you can use with converting divisions to multiplications (no remainders).

Sometimes with division problems the answer will result in an what's called a remainder. So, let's learn to solve a problem using long division and find out what a remainder is.

Here is the problem:

___ 3 3 )16 Ã—____ 16

To solve we ask, "what times 3, equals 16?" Since 3 Ã— 5 = 15 and 3 Ã— 6 = 18 the closest we can get is 15 without going over the dividend number. Let's write that in and subtract 16 - 15 = 1 as shown below.

__5_r1 The "r" stands for remainder 3 )16 -151

A remainder occurs whenever one number is NOT totally divisible by another number. The remainder is really a fraction. In the above problem, we could write the result as 5 and 1/3

Solve the following problems using long division and multiplication, show the remainders as fractions if possible:

___ or 4 4 )27 Ã—____ 27

___ or 2

2 )25 Ã—?

25

As we progress along in division, we might run into problems like the following:

_

__ or 3

3 )125 Ã—?

125

**Step 1:**

Work the problem from the 100s, to the 10s then to the 1s -or- from left to right.

___ or 3

3 )125 Ã—?

125

Start by looking at the number in the 100s column (1) and ask yourself, "3 times what equals 1? or, "how many 3s in 1?" (the 1 comes from the 1 in __1__25). Since 1 can't be divided by 3 easily, skip it and look at the number to the right of it in the 10s place or the 2.

**Step #2**

___ or 3

3 )125 Ã—?

125

Now put the 1 and 2 together for a 12 and ask,"what times 3 equals 12?" or, "how many 3s in 12?"

The 12 comes from the 12 in __12__5.

HELLO!

4 Ã— 3 = 12. We've solved part of the problem...YES!

**Step 3:**

Now, here's the twist, add 0s to the 4 and to the 12 and make them a 40 and a 120. So now your multiplication should be 3 Ã— 40 = 120

__40_ or 3

3 )125 Ã—40-

120120

5

Place the 40 OVER the problem in

the quotient area as shown.

Now, place the 120 UNDER the 125 as shown above and below.

__

40_ or 3

3 )125 Ã—40

-120120

5

**Step 4:**

Subtract 120 from 125 and you should get 5.

Now ask, "what time 3 equals 5?" or "how many 3s in 5?"

If you answered 1, great!

Now put a 1 above the 40 in the quotient area and subtract 3 from 5 as shown below.

1

__40_ or 3

3 )125 Ã—1-

1203

5

-3

2

Now add the quotients together and bring the 2 up from the bottom of the problem and you should have the complete answer...41 r2.

How to solve even tougher problems.

To solve tougher division problems, break dividends into 100s 10s and 1s then estimate to find solutions. In a problem like:

___ or 8

8 )983 Ã—?

983

Working from left to right we start to estimate with 100's and ask, "8 times what equals 900" or "what times 8 equals 900?"

Then, in estimating 100s we find that 100 Ã— 8 = 800 and that 200 Ã— 8 = 1600... but we can't subtract 1600 from 983. So, lets start with 100 Ã— 8 = 800 and subtract 800 from 983.

_100_ or 8

8 )983 Ã—100-

800800

183

Now we ask, "how many 8s in 183?"

We know that 8 Ã— 2 = 16 so we estimate by 10s and find that 8 Ã— 20 = 160. Wow, that close, let's subtract that amount next.

20

_100_ or 8

8 )983 Ã—20-

800160

183

-160

23

Now, all we have to find out is how many 8s in 23. Sheesh, 8 Ã— 2 = 16 and that's close. Let's subtract that amount next and finish this problem.

2

20

_100_ or 8

8 )983 Ã—2

-80016

183

-16023

-16

7

Then add the numbers in the quotient and post the remainder with it and you get 122 r7.

Here's another look at that with an even tougher problem.

2,356 Ã· 18 Â Â Â Â Â Â Â Â Â Â __18s__

estimate how many 100s of 18s in 2,300

then, how many 10s of 18s

then, how many ones of 18__

18 )2356

-1800100 Ã— 18

556

-18010 Ã— 18

375

-18010 Ã— 18

195

-180+10 Ã— 18

16 130 r 16