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Division - 4th grade math

Matematika

This is a beginner lesson where we look at visual models to understand what is REMAINDER in division. The first examples have to do with sharing division, and the latter ones with "measurement" division (where you know the size of the groups). Either way, the remainder is the "leftovers" -- the items that cannot be evenly divided into groups. I also emphasize how we can check a division problem with a remainder by MULTIPLYING -- and then adding in the remainder. All of this is done with mental multiplication and mental math - no long division. Check out also the NEXT lesson where we practice finding remainders in division: This lesson is meant for 3rd or 4th grade math.

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Matematika

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2018

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1h 10m

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Release2018

Runtime1h 10m

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BRODASHAGGI Oct 22, 2025

A basic explanation of what AVERAGE means in math - we take a bunch of numbers and consider their sum, and sort of "even them out" so that the sum remains the same. To find the average, you add up all your numbers and divide by however many there are. Then I use the concept of average to solve a few word problems, including one where we need to use a bar graph, and another where we need to give an estimate based on the calculated average.

Le savais tu ????Oct 22, 2025

A basic explanation of what AVERAGE means in math - we take a bunch of numbers and consider their sum, and sort of "even them out" so that the sum remains the same. To find the average, you add up all your numbers and divide by however many there are. Then I use the concept of average to solve a few word problems, including one where we need to use a bar graph, and another where we need to give an estimate based on the calculated average.

Dasi boeyOct 22, 2025

This video helps students to understand what the answer (quotient) and the remainder mean in the context of various word problems (where we need to use long division). This is especially important when items are packaged into containers. When there are "leftovers" (a remainder), then those leftover items may need to go to a container also, though it will not be full.

مهوته😋Oct 22, 2025

This video helps students to understand what the answer (quotient) and the remainder mean in the context of various word problems (where we need to use long division). This is especially important when items are packaged into containers. When there are "leftovers" (a remainder), then those leftover items may need to go to a container also, though it will not be full.

SYDNEY 🕊Oct 22, 2025

Learn the continued subtraction algorithm for division (aka chunking), by using the example of bagging apples. My first example is to bag 771 apples in bags of 3. Subtracting three apples at a time (and keeping a count of the bags used) would be slow, so instead, we subtract 300 apples (which go to 100 bags) at once. The number of bags then is the answer to the original division problem (the quotient). I refine the algorithm yet a bit more, until we arrive to the one that exactly matches the steps in long division! The last example shows a comparison where I solve the same problem BOTH with continued (repeated) subtraction and long division. This lesson is meant for about 5th grade math; whenever students are learning about long division and why it works.

Shanaya SantosOct 22, 2025

Learn the continued subtraction algorithm for division (aka chunking), by using the example of bagging apples. My first example is to bag 771 apples in bags of 3. Subtracting three apples at a time (and keeping a count of the bags used) would be slow, so instead, we subtract 300 apples (which go to 100 bags) at once. The number of bags then is the answer to the original division problem (the quotient). I refine the algorithm yet a bit more, until we arrive to the one that exactly matches the steps in long division! The last example shows a comparison where I solve the same problem BOTH with continued (repeated) subtraction and long division. This lesson is meant for about 5th grade math; whenever students are learning about long division and why it works.

علي جاسمOct 22, 2025

How do you find 3/7 of 56? The idea is, we first find 1/7 of 56, which is the DIVISION problem 56 / 7 = 8. Then, 3/7 of the quantity is three times that (three groups out of the seven), or 24. First I show you this concept (finding a fractional part of a quantity) using pictures ,and then we work through some problems without pictures. This lesson is suitable for 4th grade math and onward.

SEYISHAYOct 22, 2025

How do you find 3/7 of 56? The idea is, we first find 1/7 of 56, which is the DIVISION problem 56 / 7 = 8. Then, 3/7 of the quantity is three times that (three groups out of the seven), or 24. First I show you this concept (finding a fractional part of a quantity) using pictures ,and then we work through some problems without pictures. This lesson is suitable for 4th grade math and onward.

-Jenifaizal-Oct 22, 2025

A quick example of doing long division with a dollar amount. The division works the same; we simply place a decimal point in the answer in the same place as it is in the dividend. See more 4th grade math videos at Math Mammoth Division 2 worktext focuses on the topics of long division, remainder, problem solving, average, divisibility, and factors.

Baby timaOct 22, 2025

A quick example of doing long division with a dollar amount. The division works the same; we simply place a decimal point in the answer in the same place as it is in the dividend. See more 4th grade math videos at Math Mammoth Division 2 worktext focuses on the topics of long division, remainder, problem solving, average, divisibility, and factors.