Division with Remainders Game, Practice, and Assessment

Grade Levels
3rd - 5th
Formats Included
  • PDF
16 pages
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This edition of 1 2 3 Math focuses on basic division concepts including division with remainders. It includes a great game for helping students build their conceptual understanding of division as "sharing", FIVE division printable practice pages, and TWO versions of a quick division assessment to see how they are doing—and to recheck if needed!

In addition to the division game, the FIVE practice pages and TWO assessments give opportunities to show understanding of division in different ways. Make sure to check out the preview to see exactly what you get!

This resource begins with an instructional game geared toward helping students better understand the concept of division as “equal sharing” and that you sometimes have “leftovers” or “remainders” when you divide. It includes the directions, reproducible bowls and paper pretzels to use as manipulatives, but you could easily use other counters to save on copying costs. Pages are included in color and gray tones.

For the game, all students need is one die—they roll it to determine the number of bowls (the “groups”) and then they take the pile of pretzels and share them equally among the bowls. If there are any remaining, they go into their pile. The next player then starts with the pretzels in the bowl, rolls the die, and does the division. The winner is the player who ends up with the most “remainder pretzels”! This is one of my students' favorite games--one they come back to over and over even after we have finished with division!

This is a great way to continue to work on division concepts. Use to build fluency, as a review activity, in centers, or in an intervention group as a teaching tool. ENJOY!


Need more division resources and help?

A Lesson Plan for Introducing Division Concepts

Multiplication and Division Formative Assessments

Division Fact Practice Game: Dicey Division

Larger Number Division Word Problems

Basic Multiplication and Division "CGI" (Choose your number) Problems to build division understanding


All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
16 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.


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