Students solve a set of "Multiplication and Division Word Problems" that require writing multiplication or division sentences and computing quotients (e.g., 56 ÷ 8, 54 ÷ 6, 96 ÷ 8, 35 ÷ 7) and one problem that yields a remainder (38 ÷ 5). Students are asked to write the corresponding division or multiplication sentence for each word problem and solve it. Earlier, students model multiplication with counters and draw arrays (e.g., modeling 5 × 6 with counters and arrays), showing use of rectangular arrays for illustrating calculations.

Students model division with counters to create equal groups (e.g., 30 ÷ 3) and record quotients and remainders (e.g., 17 ÷ 4 = 4 R 1). Students use multiplication to check division answers (multiply quotient by divisor, add remainder) and complete practice problems showing quotients and remainders. Students are taught and practice the long-division symbol and stepwise procedure (choose the multiple of the divisor that fits, subtract to get remainder) and solve a set of long-division problems.

Students create division problems in Activity 2 by generating two division calculations that result in a chosen challenge number, and the instructor/parent checks the multiplication and division problems. The Four Operations Word Problems page has students identify division key words and solve a division word problem (Jay has 20 pieces of gum divided equally among 4 friends). The lesson also has students compare addition and multiplication and notes that multiplication is repeated addition, linking multiplication and division conceptually.

Students create and interpret rectangular arrays and area models to find factor pairs (Activity 1) by making rectangles (for example the 4 by 5 rectangle for area = 20) and using the Factorize interactive to represent factors as dimensions. Students use division to check factors (Activity 2) by dividing numbers with a calculator (examples include dividing 48 by 12 and 58 by 8) and by completing worksheets that ask whether numbers are divisible by given divisors. Students use the Sieve of Eratosthenes and divisibility checking (with a calculator and multiplication table) to identify primes and to cross out multiples, reinforcing the relationship between multiplication and division.

Students solve and write division equations such as n ÷ 3 = 8, 35 ÷ 7 = x, and 24 ÷ 6 = a (shown in the Student Activity Page, the answer key, and the wrap-up). The introduction asks students to write alternate equations and shows rewriting between multiplication and division (e.g., 25 ÷ 5 = a and 3 × 8 = n), so students practice the relationship between multiplication and division. Matching and practice activities require students to read word problems, choose or write the correct division equation, and solve for the unknown.

Students are asked to solve division problems using the long division symbol (e.g., 28 ÷ 7, 35 ÷ 5, 56 ÷ 7) and shown worked examples with quotients and remainders (3)35 = 11 R2 and 32 ÷ 5 = 6 R2, 25 ÷ 4 = 6 R1. The materials reference a "Steps in Basic Long Division" sheet in the Interactive Notebook and include items where students solve division-related equations (e.g., a ÷ 3 = 8 ⇒ a = 24), demonstrating the relationship between multiplication and division.

The Basic Skills Review asks, "What is the remainder when you divide 20 by 8?" so students compute a whole-number quotient and remainder for a two-digit dividend with a one-digit divisor. The same review includes 4 × n = 28 and 70 × 5 problems, giving students practice that connects multiplication facts to division reasoning. These items provide direct, if limited, opportunities for students to work with division and related multiplication equations.

The Basic Skills Review includes an item asking for the remainder when dividing 40 by 9, which requires students to compute a whole-number quotient and remainder with a one-digit divisor. The answer key also shows a division equation, "54 ÷ x = 9," asking students to find the unknown divisor, which engages reasoning about division. Both items use whole-number dividends (40 and 54) with one-digit divisors, directly relating to finding quotients and remainders.

Students group colored tiles into groups of 4 (and 6) to see whether a total number is a multiple and to observe leftovers when it is not exact. Students are asked to represent repeated addition equivalences (e.g., 6+6+6+6 = 4+4+4+4+4+4) and to use number cards to reason about even/odd products and divisibility. In Activity 4, students solve the Carly seating problem (38 people, tables seat 6) and are prompted to use laminated dot paper or a grid to find and explain a solution, which requires finding a quotient and interpreting a remainder.

Students are given numerous activities that teach place-value strategies and properties of operations for multiplying by 10, 100, and 1000 (Sal's Steps, breaking numbers into factors, and adding zeros). The materials include visual grouping and place-value representations and equations (e.g., 3 × 1000 = 3000, tables showing 3, 30, 300, 3000). At least one division word problem asks students to divide a multi‑thousand number by a one‑digit divisor (2000 ÷ 2 = 1000), showing a basic quotient calculation.

The Basic Skills Review asks students to find the remainder when dividing 40 by 9, so students compute a whole-number quotient and remainder for a two-digit dividend with a one-digit divisor. The review also includes multiplication facts and word problems (e.g., 47 × 8 = b; Susan has 30 times as many marbles), giving students practice with multiplication that could relate to division as an inverse operation.

Students complete a Basic Skills Review question that asks, "What is the remainder when you divide 70 by 8?," and the answer key gives the remainder 6, so students compute a quotient with a remainder for a two-digit dividend and one-digit divisor. Students also solve 4000 × N = 360,000 to find N = 90, which requires using the inverse relationship between multiplication and division to find an unknown.

Students work with dividing concrete collections (25 counters into 5 groups and 31 counters producing a remainder) and compute quotients for problems such as 18 ÷ 6, 20 ÷ 4, 24 ÷ 6, 100 ÷ 10, and 32 ÷ 8. Students write division in multiple forms (e.g., 18 ÷ 6, 6)18, 18/6) and use the relationship between multiplication and division to find quotients (e.g., relating 4 × 3 = 12 to 12 ÷ 3 = 4 and 12 ÷ 4 = 3). Students complete tables relating total items, number of groups, and items per group (insect and exhibit problems) and create multiplication/division fact families.

Students generate division problems by drawing numbers (10–30) as dividends and rolling a die for one-digit divisors, then compute quotients and remainders (for example, 26 ÷ 6 = 4 R 2). Students complete cut-and-paste problems and matching activities that require them to compute and match division sentences and quotients. Students practice basic division facts with an online game and are prompted to use multiplication facts and, in some cases, long division to find answers.

The lesson explicitly directs students to "Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors" in the Skills section and has multiple practice sets where students rewrite problems in long-division form and compute quotients and remainders (e.g., Basic Long Division Practice, Dividing 2-Digit by 1-Digit Numbers, Division Tables). Students are taught place-value steps for long division (breaking tens and ones down) and are instructed to check answers by multiplying the divisor by the quotient and adding any remainder to verify the dividend.

Students solve many division problems with one-digit divisors and multi-digit dividends (examples include 5,170; 8,462; 6,640 and activities that ask students to create three- and four-digit dividends from cards). Students practice quotients with remainders (Activity 3 asks for answers like 1292 R2 and others) and check answers by using multiplication (examples show checking 4,000 × 4 = 16,000). The lesson teaches a place-value strategy for dividing numbers with zeros (the step-by-step example of removing zeros from 1,600 ÷ 8 and then adding zeros back).

The lesson's Skills statement explicitly targets finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. Students complete long-division and missing-number problems (e.g., 936 ÷ 4 = 234; 613 ÷ 5 = 122 R 3) and solve multiple word problems (e.g., 456 ÷ 4, 652 ÷ 4, 232 ÷ 8). Instructions prompt students to set up problems in long-division form, use place-value reasoning to identify quotient digits, and use multiplication/subtraction sentences and multiplication checks to verify answers. The wrapping-up card activity explicitly has students create three- and four-digit dividends with one-digit divisors and solve them.

Students are asked to find quotients and remainders for problems such as 6213 ÷ 4, 2799 ÷ 9, 2589 ÷ 7, 73 ÷ 5, 823 ÷ 6, and others, and to write equations for word problems (e.g., 48 ÷ 7 = 6 R 6). The introduction asks students to write 46 ÷ 3 in three representations, identify dividend and divisor, explain the steps needed to find the quotient, and compute the quotient and remainder. The activity pages and answer key include many multi-digit dividend ÷ one-digit divisor problems and require students to interpret remainders in context.

The Skills section explicitly lists finding whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. The Student Activity Page requires showing "Steps to Divide" including how to divide 2 digits by 1 digit and how to divide 4 digits by 1 digit, and asks students to present 3 real-world problems involving long division. Students are asked to create prototypes and final posters that show long division neatly and accurately and to go through the steps of long division using the problems shown on their poster.

Students solve whole-number division problems with one-digit divisors and identify quotients and remainders in the Basic Skills Review #19 (e.g., Harley shares 126 pieces with 5 friends → each gets 25 with 1 left over; remainder when dividing 65 by 8 is 1; the dividend 63 with quotient 7 leads students to find divisor 9). Students complete word problems and short-answer items that require finding quotients and remainders for two- and three-digit dividends. A multiplication fact (1594 × 7) appears, which provides related multiplicative context though it is not posed as a division task.

Students solve a division problem on the "Basic Skills Review #21" page (546 ÷ 7) and also complete the related multiplication problem (546 × 7 = 3822). The answer key shows the correct quotient (78) for the division item, indicating students perform at least one whole-number division with a multi-digit dividend and a one-digit divisor. The worksheet gives students space and scratch paper, implying they compute by hand.

Students practice using multiplication and division to convert between units (e.g., feet to inches, yards to feet, miles to feet) by completing conversion charts and matching activities. Students perform conversions that require division by single-digit factors (e.g., feet to yards: divide by 3) and by tens in metric work (divide by 10). Students convert a measurement that produces a mixed-unit result (14 inches = 1 foot 2 inches), which demonstrates finding a quotient and remainder in a unit context.

Students perform unit conversions that require multiplication and division (e.g., pounds↔ounces, tons↔pounds, grams↔milligrams, kilograms↔grams) and follow explicit rules: "To convert a large unit to a small unit, multiply" and "To convert a small unit to a large unit, divide." Students complete problems with multi-digit numbers (e.g., 25 kilograms = 25,000 grams; 50,000 grams = 50 kilograms; 120,000 milligrams conversions) that require computing quotients when converting to larger units and products when converting to smaller units.

Students perform multiplication and division to convert units (for example, multiplying 8 and 2 to find 16 tablespoons in a cup). Conversion charts and problems require dividing multi-digit numbers by one-digit divisors (e.g., 80 fl oz -> 10 cups, 40 quarts -> 10 gallons, 60 tsp -> 20 tbsp). One problem converts 10 fluid ounces into 1 cup and 4 tablespoons, which requires finding a quotient and a remainder and then converting the remainder to smaller units. Students are prompted to draw pictures and use grids (eight circles, shaded square grids for cups/pints/quarts/gallons) to visualize relationships between units.

Students complete Basic Skills Review #22, which includes the division problem 5467 ÷ 7 = 781, showing practice with a four-digit dividend and a one-digit divisor. The lesson's Skills section explicitly lists "Use multiplication and division to convert between units of time," and several conversion activities (e.g., Converting Time, Converting More Time) require students to perform division or think about inverse multiplication when changing units.

Students solve missing-side problems by dividing perimeter or area totals (e.g., dividing 16 by 4 to find each side of a square; dividing 12 by 2 to find short sides; dividing 35 by 5 to find a rectangle's length). The Basic Skills Review includes a direct division problem (324 ÷ 9). Students also work with a laminated 1 cm grid to create rectangles, which can serve as an area/array model to represent calculations.

The Skills section explicitly lists "Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors." Activity 2 has students draw cards to create three-digit division sentences with one-digit divisors, write the division sentence on the whiteboard, solve it on the whiteboard or laminated grid, check with a calculator, and then repeat using five cards to create four-digit dividends. The lesson also directs students to watch a video titled "Long Division."