Division Worksheets Grade 4: 1-Digit Divisors, With Remainders

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12 problems. 3-digit ÷ 1-digit across, with remainders. Sheet 5FKE6P, with its answer key.

3-digit ÷ 1-digit across, with remainders

Name Date Score / 12

Divide. Write what is left over as a remainder: R 3.

  1. 1.173 ÷ 3 = _____________
  2. 2.954 ÷ 4 = _____________
  3. 3.814 ÷ 8 = _____________
  4. 4.696 ÷ 9 = _____________
  5. 5.345 ÷ 8 = _____________
  6. 6.419 ÷ 7 = _____________
  7. 7.161 ÷ 4 = _____________
  8. 8.885 ÷ 7 = _____________
  9. 9.690 ÷ 4 = _____________
  10. 10.899 ÷ 5 = _____________
  11. 11.737 ÷ 5 = _____________
  12. 12.163 ÷ 4 = _____________

Sheet 5FKE6P · Made at homeroomtools.com

Answer key. 3-digit ÷ 1-digit across, with remainders

  1. 1.173 ÷ 3 = 57 R 2
  2. 2.954 ÷ 4 = 238 R 2
  3. 3.814 ÷ 8 = 101 R 6
  4. 4.696 ÷ 9 = 77 R 3
  5. 5.345 ÷ 8 = 43 R 1
  6. 6.419 ÷ 7 = 59 R 6
  7. 7.161 ÷ 4 = 40 R 1
  8. 8.885 ÷ 7 = 126 R 3
  9. 9.690 ÷ 4 = 172 R 2
  10. 10.899 ÷ 5 = 179 R 4
  11. 11.737 ÷ 5 = 147 R 2
  12. 12.163 ÷ 4 = 40 R 3

Sheet 5FKE6P · Made at homeroomtools.com

Next step Set the same sizes under the bracketTry partial quotients

How it works

These division worksheets for grade 4 keep every divisor to one digit. The page opens on 3-digit ÷ 1-digit with remainders, written across. Other sheets give tens and hundreds facts, rectangle models and stories about the remainder.

Read the full guide

What grade 4 division covers

Common Core 4.NBT.6 asks for quotients and remainders with dividends of up to four digits and one-digit divisors, found by place value and by the link to multiplication. So a division worksheets grade 4 page needs no long division bracket: Texas 4.4(F) allows the standard algorithm beside other strategies. Start with Tens facts: 240 ÷ 6 from 24 ÷ 6, then Rectangle model: split a 3-digit dividend.

Teach the remainder with its check

47 ÷ 5 = 9 R 2 is right only if 9 × 5 + 2 = 47 and 2 is smaller than 5. Remainders with a check line on the answer key prints that check under every answer. Finish the check: 9 × 5 + 2 = ___ has pupils work it themselves.

  • A pupil who writes 12 for 612 ÷ 6 needs A zero inside the quotient: 612 ÷ 6 = 102.
  • Before a stories sheet, ask what a remainder could mean: one more boat, a short string, or spare balls.

Questions and answers

What division should a 4th grader know?

Dividing numbers of up to four digits by one digit, with remainders, and saying what a remainder means in a story. Common Core 4.OA.3 asks for the stories, and 4.OA.2 adds comparisons such as 84 is 7 times as many as 12.

Do fourth graders do long division?

Not by name in Common Core, which leaves the standard algorithm to grade 6. Grade 4 divides with place value, rectangles and facts. If your class does use the bracket, the long division page prints the same sizes under it.

Is there an answer key?

Yes. The key prints as the last page with every quotient and remainder, written 82 R 1. To print the problems alone, untick Answer key before you press Print.

How do I save a sheet as a PDF?

Press Print, then choose Save as PDF in your browser's print window. That makes a division worksheets grade 4 pdf of the sheet on screen, with its answer key on its own page.

All 22 sheet types

Tens, hundreds and thousands 4

  • Hundreds facts: 2,400 ÷ 6 from 24 ÷ 6 The same facts two places to the left: 2,400 ÷ 6 = 400, because 24 hundreds ÷ 6 is 4 hundreds. Dividends run up to 8,100 and every quotient is a whole number of hundreds.
  • Tens facts: 240 ÷ 6 from 24 ÷ 6 24 ÷ 6 = 4, so 24 tens ÷ 6 is 4 tens: 240 ÷ 6 = 40. Every dividend is a whole number of tens and every quotient is 10, 20 and so on up to 90, so each problem is a table fact moved one place to the left.
  • Tens, hundreds and thousands mixed: 60 ÷ 3 to 4,000 ÷ 8 Dividends with one digit and then zeros, in three sizes on one page: 60 ÷ 3 = 20, 400 ÷ 5 = 80 and 4,000 ÷ 8 = 500. Pupils must decide how many zeros each quotient needs.
  • Whole thousands: 8,000 ÷ 4 and 3,000 ÷ 6 Dividends from 1,000 to 9,000 with nothing but zeros after the first digit. 8,000 ÷ 4 = 2,000 is 8 ÷ 4 in thousands. 3,000 ÷ 6 = 500 needs a trade first: 3 thousands are 30 hundreds, and 30 ÷ 6 = 5.
Show all 22 sheet types (18 more)

Remainders and the check 4

  • 2-digit ÷ 1-digit across, a remainder every time 47 ÷ 5 = 9 R 2: nine fives are 45 and 2 are left. Every problem leaves a remainder, and the remainder is always smaller than the divisor. The problems are written across, so pupils lean on the facts they know.
  • Finish the check: 9 × 5 + 2 = ___ The check with its last number missing. 9 × 5 + 2 = 47, so the division it checks is 47 ÷ 5 = 9 R 2. Pupils multiply, add what was left over, and write the number that was divided.
  • Remainders with a check line on the answer key The same size of problem. Under each answer the key adds a check: for 68 ÷ 3 = 22 R 2 it prints 22 × 3 + 2 = 68. Quotient times divisor, plus the remainder, gives back the dividend.
  • Write only the remainder 61 ÷ 7 leaves a remainder of 5, because 8 × 7 = 56 and 61 − 56 = 5. Pupils find the nearest multiple below the dividend and count up. The key prints the whole division beside each answer.

Break the dividend apart 4

  • Division as an unknown factor: 7 × ___ = 91 7 × ___ = 91 asks the same question as 91 ÷ 7. 7 × 10 = 70 leaves 21, and 7 × 3 = 21, so the missing factor is 13. Every missing factor is a number from 11 to 19.
  • Rectangle model: split a 2-digit dividend 96 ÷ 4 drawn as a rectangle with 4 down one side. Pupils split 96 into 80 and 16, divide each part and add: 20 + 4 = 24. The key fills in both parts. Common Core 4.NBT.6 names area models among the ways to explain a quotient.
  • Rectangle model: split a 3-digit dividend Three parts: 936 ÷ 4 is 800 ÷ 4, 120 ÷ 4 and 16 ÷ 4, so the quotient is 200 + 30 + 4 = 234. Each part is a tens or hundreds fact from the first group of sheets.
  • Rectangle model: split a 4-digit dividend Four parts for the largest dividends of the grade: 7,896 ÷ 3 = 2,000 + 600 + 30 + 2 = 2,632. Four rectangles fit a page, each with room to write the parts.

Up to 4-digit ÷ 1-digit 6

  • 3-digit ÷ 1-digit across, no remainders The same size with nothing left over: 376 ÷ 8 = 47. Use it first if remainders are new, or to check place value before they arrive.
  • 3-digit ÷ 1-digit across, with remainders The sheet the page opens on: 12 problems such as 575 ÷ 7 = 82 R 1, written across with space to work in any way the class uses. Every problem leaves a remainder. Common Core 4.NBT.6 sets the size: up to four-digit dividends and one-digit divisors.
  • 4-digit dividends with a zero in the quotient 8,136 ÷ 9 = 904. With four digits the zero can stand for missing tens or missing hundreds, and a pupil who drops it is out by a whole place.
  • 4-digit ÷ 1-digit across, with remainders The top of the grade 4 range: 5,138 ÷ 6 = 856 R 2. The quotient has three or four digits, and every problem leaves a remainder.
  • A zero inside the quotient, with a remainder Both hard spots at once: 729 ÷ 7 = 104 R 1. The tens place of the quotient needs its zero, and the last step leaves something over.
  • A zero inside the quotient: 612 ÷ 6 = 102 612 ÷ 6 = 102, not 12. Six goes into 6 hundreds once and into 1 ten no times, so a 0 holds the tens place. Every quotient on the sheet has a zero inside it and nothing is left over.

Word problems 4

  • Equal shares with 3-digit and 4-digit totals Sharing stories at full grade 4 size with nothing left over: 1,022 pages in 7 equal batches is 1,022 ÷ 7 = 146 pages in each.
  • Remainder stories with 3-digit numbers The same three kinds of story with larger totals: 359 crayons in boxes of 9 need 40 boxes, because 359 ÷ 9 = 39 R 8 and the last 8 crayons still need a box.
  • Times as many stories: divide to find the smaller amount A flagpole is 84 feet tall, 7 times as tall as the fence beside it, so the fence is 84 ÷ 7 = 12 feet tall. Each story gives the larger amount and how many times as much it is. Common Core 4.OA.2 asks grade 4 to multiply or divide to solve such comparisons.
  • What happens to the remainder? Three kinds of story One division, three answers. 62 ÷ 5 = 12 R 2: 62 hikers in boats of 5 need 13 boats, 62 bulbs make 12 full strings of 5, and 62 tennis balls in cans of 5 leave 2 over. The stories are shuffled, and the key prints the division under each answer. Common Core 4.OA.3 asks for problems in which remainders must be interpreted.

How this list was compiled: The sheet types, the word problems and the worked examples were written for this page, and every worked example was computed twice on 2026-09-30. What fourth graders are asked to do was checked the same day against the full text of the Common Core State Standards for Mathematics (California Department of Education copy, https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf): 4.NBT.6 (quotients and remainders with up to four-digit dividends and one-digit divisors, explained with equations, arrays or area models), 4.OA.2 (multiply or divide to solve comparison word problems) and 4.OA.3 (problems in which remainders must be interpreted); and against the Texas Essential Knowledge and Skills for Mathematics, grade 4 (https://tea.texas.gov/sites/default/files/ch111a.pdf): 4.4(E), 4.4(F) and 4.4(H). Licence: own work

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