Grade 3/Division
Long Division: 2–3 Digit ÷ 1-Digit (No Remainders) (869)
Students divide 2- and 3-digit numbers by 1-digit divisors using the standard long division algorithm. All problems divide evenly with no remainder so learners can focus on the cycle of divide, multiply, subtract, and bring down. This worksheet is ideal for introducing long division in Or providing clean practice on the core steps.
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⭐ Easy2
| # | Name | Qs | Actions |
|---|---|---|---|
1 | ID: 12337 | 9 Qs | |
2 | ID: 12338 | 9 Qs |
📊 Medium2
| # | Name | Qs | Actions |
|---|---|---|---|
1 | ID: 12335 | 9 Qs | |
2 | ID: 12339 | 9 Qs |
🔥 Hard2
| # | Name | Qs | Actions |
|---|---|---|---|
1 | ID: 12340 | 9 Qs | |
2 | ID: 12341 | 9 Qs |
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Teacher Resources
Teaching Notes
Use this worksheet to solidify the steps of the long division algorithm before remainders are involved. Read each problem aloud as "dividend divided by divisor" and have students talk through each step: divide, multiply, subtract, bring down. Encourage them to check answers by multiplying the quotient by the divisor. This set keeps numbers friendly so attention can stay on the structure of the algorithm.
Vocabulary
Dividend: The number being divided.
Divisor: The number you divide by.
Quotient: The answer to a division problem.
Common Mistakes
- Placing the quotient digit above the wrong place value column
- Forgetting to bring down the next digit after subtracting
- Making simple multiplication or subtraction errors within the algorithm
- Incorrect subtraction during steps.
- Misplacing quotient digits.
- Forgetting to bring down next digit.
- Multiplication fact errors.
Differentiation
SupportWork a few examples together on the board, then provide partially filled-in long division setups where students only complete one or two steps. Allow use of multiplication charts and encourage finger-tracing each step under the bracket.
ChallengeInvite students to create pairs of related division and multiplication problems. Challenge them with 3-digit dividends and ask them to predict whether the quotient will be about 10, 20, or 30 before solving.
Discussion Questions
- How can you quickly tell whether your quotient is reasonable?
- Why must the remainder always be less than the divisor?
- How does checking with multiplication help you catch division mistakes?
- What step in the algorithm do you find most important to double-check?
- How is long division related to multiplication?
- Why is showing your work important in division?
- What would happen if we skipped a step?
- Can we estimate the answer before dividing?
Extension Activities
- Have students check three completed problems by multiplying divisor and quotient and adding the remainder.
- Ask students to write a short explanation of what the remainder means in one of the problems.
- Use base-ten blocks or sketches to model one of the division problems.
- Let students design a challenge problem for a partner using a chosen divisor.
Parent Tip
Help your child practice by asking them to share cookies equally.
Learning Path
Skill Cluster
Number Sense and Operations
Estimated Time
15 minutes
Skills Practiced
long division no remainderdivide multiply subtract bring down
Prerequisites
- Multiplication facts (up to 12)
- Multi-digit subtraction
- Place value understanding
Next Steps
- Long division with remainders
- Division with larger dividends
- Division with 2-digit divisors
- Long Division: 2–3 Digit ÷ 1-Digit (With Remainders)
- Long Division: 4-Digit ÷ 1-Digit (No Remainders)
- Long Division: 2–3 Digit ÷ 2-Digit (No Remainders)