Learn on PengiEureka Math, Grade 4Chapter 15: Division of Thousands, Hundreds, Tens, and Ones

Lesson 4: Represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times.

In this Grade 4 Eureka Math lesson, students practice dividing four-digit dividends by divisors of 2, 3, 4, and 5 using the standard long division algorithm, decomposing remainders up to three times across thousands, hundreds, tens, and ones place values. Students work through problems like 4,325 ÷ 3, learning to record each step numerically and use multiplication to check their answers. The lesson builds on students' understanding of place value units to support fluency with multi-digit division.

Section 1

Standard Algorithm for Long Division with Four-Digit Dividends

Property

To perform long division, we systematically divide the dividend by the divisor, place value by place value, from left to right. The relationship between the parts of a division problem is given by:

(Quotient×Divisor)+Remainder=Dividend(Quotient \times Divisor) + Remainder = Dividend

Examples

Section 2

Interpreting Remainders in Word Problems

Property

When solving a division word problem, the final answer depends on how the question asks you to interpret the remainder. The context of the problem determines whether you use the quotient, add 1 to the quotient, or use the remainder itself as the answer.

Examples

Lesson overview

Expand to review the lesson summary and core properties.

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Section 1

Standard Algorithm for Long Division with Four-Digit Dividends

Property

To perform long division, we systematically divide the dividend by the divisor, place value by place value, from left to right. The relationship between the parts of a division problem is given by:

(Quotient×Divisor)+Remainder=Dividend(Quotient \times Divisor) + Remainder = Dividend

Examples

Section 2

Interpreting Remainders in Word Problems

Property

When solving a division word problem, the final answer depends on how the question asks you to interpret the remainder. The context of the problem determines whether you use the quotient, add 1 to the quotient, or use the remainder itself as the answer.

Examples