Elementary School Math Quiz: Divide Multi Digit Numbers

20 questions · exam conditions

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Divide Multi Digit NumbersQuestion 1 of 20

A bakery packages 2,547 cookies into boxes that hold 8 cookies each. The baker needs to know how many full boxes can be made and how many cookies will be left over. Which equation correctly shows this division?

2,547 ÷ 8 = 318 \text{ R } 3

2,547 ÷ 8 = 308 \text{ R } 11

2,547 ÷ 8 = 318 \text{ R } 11

2,547 ÷ 8 = 328 \text{ R } 3

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Elementary School Math Quiz

Elementary School Math Quiz: Divide Multi Digit Numbers

Practice Divide Multi Digit Numbers in Elementary School Math with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Divide Multi Digit Numbers, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Math.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

$2,547 ÷ 8 = 318 \text{ R } 3$ (correct answer)
$2,547 ÷ 8 = 308 \text{ R } 11$
$2,547 ÷ 8 = 318 \text{ R } 11$
$2,547 ÷ 8 = 328 \text{ R } 3$

Explanation:

2,547 ÷ 8 = 318 \text{ R } 3

because

318 × 8 = 2,544

and

2,547 - 2,544 = 3

. Choice B has an incorrect quotient (308 instead of 318). Choice C has an impossible remainder (11 is greater than the divisor 8). Choice D has an incorrect quotient that's too large.

Question 2

What is $3,276 \div 9$ ?

374
364 (correct answer)
34
363

Explanation: This question tests 4th grade ability to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, properties of operations, and/or the relationship between multiplication and division (CCSS.4.NBT.6). Division separates a total into equal groups—you can think of it as sharing (divide total among groups to find size of each) or grouping (divide total into groups of certain size to find how many groups). The standard algorithm divides place by place from left to right: divide, multiply, subtract, bring down next digit, repeat. When a number doesn't divide evenly, there is a remainder (the amount left over), which must always be less than the divisor. To divide 3,276 ÷ 9, students use place value to break into parts and divide each, finding quotient 364. Choice A is correct because using the standard algorithm gives quotient 364 with no remainder, and checking with multiplication confirms: 9 × 364 = 3,276. Choice C represents stopping too early or a place value error, which happens when students forget to divide all places. To help students: Use standard algorithm steps: (1) Divide—how many times does divisor go into current dividend? (2) Multiply—quotient digit times divisor, (3) Subtract—from current dividend, (4) Bring down next digit, (5) Repeat. Connect to multiplication: what times 9 equals 3,276? Check answers with multiplication. Use place value: 3,276 ÷ 9 = (2,700 ÷ 9) + (540 ÷ 9) + (36 ÷ 9) = 300 + 60 + 4 = 364. Watch for forgetting to bring down digits or weak facts.

Question 3

If $7 \times \ ? = 1,176$ , what number goes in the blank?

158
178
148
168 (correct answer)

Explanation: The correct answer is D, 168, because

7 \times 168 = 1{,}176

. Choice A, 158, and Choice C, 148, are close but come from small multiplication slips in the tens digit. Choice B, 178, overshoots the product when multiplied by 7. Checking with division,

1{,}176 \div 7 = 168

confirms the answer.

Question 4

Find the quotient: $1,509 \div 5$ .

300 R9
301
302 R0
301 R4 (correct answer)

Explanation: The correct answer is D, 301 R4, because

5 \times 301 = 1{,}505

, and

1{,}509 - 1{,}505 = 4

. Choice A has a remainder of 9, which is too large since 9 is bigger than the divisor 5. Choice B leaves out the remainder entirely. Choice C rounds the quotient up but leaves no remainder, which does not match the division.

Question 5

There are $672$ tickets. If $6$ tickets are in each pack, how many packs can be made?

106
112 (correct answer)
102
110

Explanation: Choice B is correct because 672 divided by 6 equals 112 packs. Choice A is incorrect because it is too small to match the division. Choice C is incorrect because it does not equal 672 divided by 6. Choice D is incorrect because it is close to the correct answer but not the actual quotient.

Question 6

Divide $987$ by $6$ . What is the quotient and remainder?

164 R3 (correct answer)
165
16 R3
164 R4

Explanation: 987 ÷ 6 = 164 with a remainder of 3, since 6 × 164 = 984 and 987 − 984 = 3. Choice B rounds up to a whole quotient without a remainder, but 987 doesn't divide evenly by 6. Choice C is far too small a quotient. Choice D pairs the correct quotient with the wrong remainder.

Question 7

Keisha divides $457$ stickers equally among $3$ friends. What are the quotient and remainder?

152 R2
153 R0
151 R4
152 R1 (correct answer)

Explanation: 152 R1 is correct because

457 \div 3 = 152

with a remainder of

1

. 152 R2 is incorrect because it has the wrong remainder. 153 R0 is incorrect because it rounds the quotient up instead of down. 151 R4 is incorrect because it rounds the quotient down too far and leaves too large a remainder.

Question 8

Roberto divides 6,147 by 3 and gets a quotient of 2,049. When he checks his work using multiplication, he finds that $2,049 × 3 = 6,147$ . What can Roberto conclude about his division?

His division is correct with quotient 2,049 and remainder 0 (correct answer)
His division is incorrect because he should have remainder 3
His division is correct but he forgot to write remainder 0
His division is incorrect because the quotient should be 2,048

Explanation: Since

2,049 × 3 = 6,147

exactly matches the dividend, Roberto's division is completely correct with quotient 2,049 and remainder 0. Choice B incorrectly suggests a remainder when none exists. Choice C is redundant since remainder 0 is typically not written. Choice D provides an incorrect quotient.

Question 9

Tyler is using rectangular arrays to solve 1,845 divided by 5. He arranges the objects into 5 equal rows. How many objects are in each row, including any objects left over?

369 objects per row with no objects remaining (correct answer)
368 objects per row with 5 objects remaining
369 objects per row with 5 objects remaining
368 objects per row with 1 object remaining

Explanation: Dividing 1,845 by 5 gives exactly 369, with no remainder, since 5 x 369 = 1,845. Choice C (369 objects with 5 remaining) pairs the correct quotient with an impossible remainder equal to the divisor. Choices B (368 with 5 remaining) and D (368 with 1 remaining) both use the wrong quotient.

Question 10

Carlos has 945 beads. He puts them into groups of 9. How many groups can he make?

15
105 (correct answer)
95
115

945 \div 9

into groups of 9, students use place value to break into parts and divide each, finding quotient 105 with no remainder. Choice B is correct because using multiplication:

9 \times 105 = 945

, which demonstrates understanding of division process and place value. Choice A represents a basic division fact error, which happens when students make an error in one division step. To help students: Use standard algorithm steps: (1) Divide—how many times does divisor go into current dividend? (2) Multiply—quotient digit times divisor, (3) Subtract—from current dividend, (4) Bring down next digit, (5) Repeat. For word problems with remainders, consider context—do you need another group (round up) or ignore leftovers (round down)? Check answers with multiplication: quotient × divisor + remainder should equal dividend (

105 \times 9 + 0 = 945

✓).

Question 11

A rectangle has area 936 square units and width 8 units. What is the length?

107
117 (correct answer)
137
127

Explanation: This question tests 4th grade ability to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, properties of operations, and/or the relationship between multiplication and division (CCSS.4.NBT.6). Division separates a total into equal groups—you can think of it as sharing (divide total among groups to find size of each) or grouping (divide total into groups of certain size to find how many groups). The standard algorithm divides place by place from left to right: divide, multiply, subtract, bring down next digit, repeat. When a number doesn't divide evenly, there is a remainder (the amount left over), which must always be less than the divisor. To find the length given area 936 and width 8, students use the relationship to multiplication: 8 times what equals 936?, finding quotient 117 with no remainder. Choice B is correct because using multiplication: 8 × 117 = 936, which demonstrates understanding of division process and place value. Choice A represents a basic division fact error, which happens when students make an error in one division step. To help students: Connect to multiplication: 936 ÷ 8 asks 'what times 8 equals 936?' Use place value: 936 ÷ 8 = (800 ÷ 8) + (136 ÷ 8) = 100 + 17 = 117. Check answers with multiplication: quotient × divisor + remainder should equal dividend (117 × 8 + 0 = 936 ✓), and emphasize remainder must be less than divisor.

Question 12

A rectangle has area $456$ square units and width $3$ units. What is the length?

15 units
153 units
162 units
152 units (correct answer)

Explanation: Since area equals length times width, dividing the area of 456 square units by the width of 3 units gives a length of 152 units, making Choice D correct. Choice A, 15 units, could come from misplacing a decimal, as if 456 were divided by 30 instead of 3. Choice B, 153 units, is off by one from a small slip in the division. Choice C, 162 units, could result from a miscalculation that lands on a nearby but incorrect value.

Question 13

Carlos puts $639$ marbles into bags of $5$ . How many full bags can he make, and how many marbles are left over?

128 complete bags and 4 marbles left over
127 complete bags and 4 marbles left over (correct answer)
127 complete bags and 5 marbles left over
129 complete bags and 0 marbles left over

Explanation: The correct answer is B because

5 \times 127 = 635

, and

639 - 635 = 4

, so Carlos makes 127 complete bags with 4 marbles left over. Choice A is off by one bag. Choice C has the right number of bags but the wrong number of marbles left over. Choice D overshoots the number of bags entirely;

5 \times 129 = 645

, which is more marbles than Carlos has.

Question 14

Divide $518$ by $6$ . What is the quotient and remainder?

86 R2 (correct answer)
85 R8
86 R0
87 R2

Explanation: Dividing 518 by 6 gives 6 times 86 equals 516, with 2 left over, so the quotient is 86 and the remainder is 2. Choice B lists a remainder of 8, but a remainder can never be larger than the divisor, so that pairing is not valid. Choice C drops the leftover amount entirely, treating the division as if it came out even. Choice D overshoots the quotient by one, which would require a total larger than 518. Choice A correctly gives both the true quotient and the true remainder.

Question 15

Find the quotient: 504 ÷ 7

82
70
72 (correct answer)
71 R7

Explanation: Dividing 504 by 7 gives exactly 72, with no remainder. Choice D (71 R7) comes from stopping the division one step early and treating the leftover as a remainder. Choices B (70) and A (82) come from small errors in estimating the quotient's tens digit.

Question 16

Divide $2,735$ by $8$ . What is the quotient and remainder?

341 R3
342 R1
341 R7 (correct answer)
342

Explanation:

2,735 \div 8 = 341

remainder

7

, since

8 \times 341 = 2,728

and

2,735 - 2,728 = 7

. Choice A has the correct quotient but the wrong remainder. Choice B rounds the quotient up and pairs it with an incorrect remainder. Choice D gives an overestimated quotient with no remainder.

Question 17

Find the quotient: $936 \div 8$

15
1,170
117 (correct answer)
127

Explanation: Dividing 936 by 8 gives 117, since 8 x 117 = 936. Choice A is far too small to be the correct quotient. Choice B is ten times too large, as if a decimal place were misplaced. Choice D reflects a small error in the division process.

Question 18

What is $768 \div 6$ ?

112
132
12
128 (correct answer)

Explanation: Dividing 768 by 6 gives 128, making Choice D correct. Choice A, 112, comes from a subtraction slip partway through the long division. Choice B, 132, comes from a small error in the tens digit of the quotient. Choice C, 12, comes from dropping the hundreds digit of the quotient entirely.

Question 19

Yuki has 2,018 beads and makes groups of 6 beads each. What is 2,018 divided by 6, expressed as a quotient with a remainder?

336 R2 (correct answer)
336 R6
337 R0
335 R8

Explanation: Dividing 2,018 by 6 gives 336 with a remainder of 2, since 6 x 336 = 2,016 and 2,018 - 2,016 = 2. Choice C (337 R0) rounds the quotient up instead of keeping the remainder. Choices B (336 R6) and D (335 R8) have remainders equal to or greater than the divisor, which isn't possible in a correctly completed division.

Question 20

Jamal has $2,016$ beads. He puts them into bags of $8$ beads each. How many bags can he fill?

252 (correct answer)
262
242
2,008

Explanation: Dividing 2,016 beads into bags of 8 gives 252 bags, so Choice A is correct. Choice B, 262, has a small error in one of the division steps, off by 10 from the correct value. Choice C, 242, is also off by 10 in the other direction, likely from a similar slip while dividing. Choice D, 2,008, comes from subtracting 8 from 2,016 instead of dividing by 8. Dividing carefully place by place confirms that 2,016 divided by 8 comes out to exactly 252.