Shark Learning
Grade 5/Division

Long Division: 4-Digit ÷ 1-Digit (No Remainders) (873)

Practice 4-digit by 1-digit long division with exact answers and no remainders. Students divide numbers like 6,248 ÷ 4 and 7,452 ÷ 6 using the standard long-division algorithm. This worksheet helps solidify place-value reasoning across thousands, hundreds, tens, and ones while keeping the focus on clean, whole-number quotients.
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Teacher Resources
Teaching Notes

These Grade 4 long division worksheets help students practice dividing 3- and 4-digit numbers by 1-digit divisors using the standard algorithm. Emphasize careful place value reasoning and recording each step of the work. Model how to bring down digits one at a time, multiply, subtract, and check for a possible next step. For remainders, show how to interpret the leftover amount and write it clearly using R notation (for example, 81 R2). Encourage students to estimate first to see if their answer is reasonable, and to use multiplication facts to check each division step. Remind them that a remainder must always be smaller than the divisor.

Vocabulary
Dividend: The number being divided.
Divisor: The number you divide by.
Quotient: The answer to division.
Common Mistakes
  • Forgetting to bring down the next digit after subtracting
  • Using an incorrect multiplication fact when finding each partial product
  • Writing a remainder that is equal to or larger than the divisor
  • Stopping too early and not continuing the division through all digits
  • Place value errors
  • Subtraction errors
  • Incorrect regrouping
  • Skipping steps
Differentiation
SupportProvide grid or lined paper so students can keep digits aligned in columns. Let them use multiplication charts or fact tables as they work. Start with problems that divide evenly before introducing remainders. Work through the first few examples together, highlighting each step (divide, multiply, subtract, bring down).
ChallengeChallenge students to create their own 3- or 4-digit division problems that match a given quotient and remainder. Ask them to explain how the remainder changes the meaning of the answer in real-world contexts. Encourage them to check their work by multiplying the divisor and quotient and then adding the remainder.
Discussion Questions
  • What does the remainder tell you about the division problem?
  • How can you use multiplication to check if your quotient is reasonable?
  • Why must the remainder always be smaller than the divisor?
  • What strategies help you keep your digits lined up when you divide?
  • How is division related to multiplication?
  • Why is place value important in long division?
  • What happens when you have a remainder?
  • How can you check your answer?
Extension Activities
  • Have students write story problems that match a given long division equation with a remainder.
  • Ask students to check each other's work by reversing the division with multiplication.
  • Create a small quiz where students must decide if a remainder given is possible (less than the divisor).
  • Use base-ten blocks or drawings to model one of the problems and connect the visual model to the algorithm.
Parent Tip

Help your child divide 1000 pennies into 4 equal piles.

Learning Path
Skill Cluster

Division Algorithms

Estimated Time

20 minutes

Skills Practiced
long division 3digitlong division 4digitdivision with remaindersdivision fluency 1digit divisors
Prerequisites
  • Multiplication facts
  • 3-Digit by 1-Digit Division (No Remainders)
  • Understanding place value up to thousands
Next Steps
  • Long Division with Remainders (4-Digit by 1-Digit)
  • Long Division with 2-Digit Divisors
  • Long Division: 3-Digit ÷ 1-Digit (No Remainders)
  • Long Division: 4-Digit ÷ 1-Digit (With Remainders)
  • Long Division: 5-Digit ÷ 1-Digit (No Remainders)