Dividing by Multiples of 10 Practice Set
A short practice set for 4th graders that teaches dividing by multiples of 10 using a basic-fact strategy, such as seeing 3600 ÷ 90 as 360 tens ÷ 9 tens. It builds place-value reasoning and mental division skills, and includes a worked example and an area model to support students working in pairs or small groups. It's well suited to a 20-minute small-group block where you teach one example and then students practice while you work with others.
Teacher Guide & Tips
- Use as a 20-minute small-group lesson: spend about 5 minutes modeling the worked example (3600 ÷ 90) and the 420 ÷ 70 example, then have students work independently, with a partner, or in a small group for the remaining time.
- Discussion question: Why can we cancel the tens in 360 tens ÷ 9 tens, and how does that connect to the basic fact 36 ÷ 9?
- Scaffold for struggling readers: Have students build the area model with base-ten blocks or draw it on grid paper, and have them check each answer by multiplying the quotient by the divisor (e.g., 40 × 90 = 3600).
- Extension for advanced students: Ask them to create their own multiple-of-10 division problems, including ones where the dividend has hundreds or thousands, and explain the reasoning to a partner.
- Time: About 20 minutes, including a brief teacher model, guided practice, and a quick check-in at the end.
Dividing by Multiples of 10 Practice Set
A short practice set for 4th graders that teaches dividing by multiples of 10 using a basic-fact strategy, such as seeing 3600 ÷ 90 as 360 tens ÷ 9 tens. It builds place-value reasoning and mental division skills, and includes a worked example and an area model to support students working in pairs or small groups. It's well suited to a 20-minute small-group block where you teach one example and then students practice while you work with others.
Teacher Guide & Tips
- Use as a 20-minute small-group lesson: spend about 5 minutes modeling the worked example (3600 ÷ 90) and the 420 ÷ 70 example, then have students work independently, with a partner, or in a small group for the remaining time.
- Discussion question: Why can we cancel the tens in 360 tens ÷ 9 tens, and how does that connect to the basic fact 36 ÷ 9?
- Scaffold for struggling readers: Have students build the area model with base-ten blocks or draw it on grid paper, and have them check each answer by multiplying the quotient by the divisor (e.g., 40 × 90 = 3600).
- Extension for advanced students: Ask them to create their own multiple-of-10 division problems, including ones where the dividend has hundreds or thousands, and explain the reasoning to a partner.
- Time: About 20 minutes, including a brief teacher model, guided practice, and a quick check-in at the end.