6.NS.B.2: Dividing Multi-Digit Numbers with the Standard Algorithm
In plain English: 6.NS.B.2 is the Common Core grade 6 math standard that asks students to divide multi-digit whole numbers quickly and accurately with the standard algorithm, often called long division. Students estimate each quotient digit, handle zeros and remainders, check answers with multiplication, and decide what a remainder means in a word problem.
Fluently divide multi-digit numbers using the standard algorithm.
Common Core State Standards for Mathematics · Domain: The Number System (NS) · Cluster: Compute fluently with multi-digit numbers and find common factors and multiples. Also written as 6.NS.2 · Official standard
Students practice dividing multi-digit whole numbers with the standard algorithm, the written method often called long division. In 8,976 ÷ 34 = 264, the dividend is 8,976 (the number being divided), the divisor is 34 (the number you divide by), and the quotient is 264 (the answer). When the divisor does not go in evenly, the amount left over is the remainder, and it is always less than the divisor.
The standard asks for fluency: dividing accurately, in a reasonable time, and knowing why each step works. Students repeat four steps (divide, multiply, subtract, bring down), estimate each quotient digit by rounding the divisor, and fix a digit that is too big or too small. They learn why some quotients contain a zero, check every answer with divisor × quotient + remainder = dividend, and decide in word problems whether to round up, drop the remainder, or use the remainder as the answer. All numbers are whole numbers, with 2-digit and 3-digit divisors, as in grade 6. Dividing decimals is the next standard, 6.NS.B.3.
Learning Objectives
By the end of this lesson, students will be able to:
Divide multi-digit whole numbers by 2-digit and 3-digit divisors with the standard algorithm
Estimate each quotient digit by rounding the divisor, and adjust a digit that is too big or too small
Place quotient digits in the correct place, including zeros
Check a quotient with multiplication: divisor × quotient + remainder = dividend
Decide what a remainder means in a word problem
Prior Knowledge Required
Students should already be comfortable with:
Rounding whole numbers to any place 4.NBT.A.3
Dividing up to 4-digit numbers by 1-digit numbers with place value strategies 4.NBT.B.6
Interpreting remainders in word problems 4.OA.A.3
Multiplying multi-digit whole numbers with the standard algorithm 5.NBT.B.5
Dividing up to 4-digit numbers by 2-digit numbers with strategies such as area models 5.NBT.B.6
Show the prompt. Students write an answer on mini whiteboards without dividing on paper, then share how they decided.
Warm-Up Prompt
"A school orders 4,512 pencils in boxes of 48. Is the number of boxes closer to 9, 90 or 900? How do you know without dividing?"
The answer is about 90, because 48 × 100 = 4,800, which is a little more than 4,512. Some students will say 9 or 900 because they count digits instead of thinking about place value. The exact answer is 94 boxes, and 48 × 94 = 4,512. Tell students that today's method gives the exact answer, and an estimate like this one tells them whether the answer is sensible.
Direct Instruction20-25 minutes
Part 1: The four steps. Work 8,976 ÷ 34 with the class, as in Diagram 1. Look at the dividend from the left until the digits make a number at least as big as the divisor: 8 is too small, so start with 89. Then repeat these steps:
Divide: estimate how many times the divisor fits. Round 34 to 30: 89 ÷ 30 is about 2. Write 2 above the 9, because 89 means 89 hundreds.
Multiply: 2 × 34 = 68. Write it under 89.
Subtract: 89 - 68 = 21. The difference must be less than the divisor. If it is not, the quotient digit is too small.
Bring down the next digit of the dividend (7) to make 217, and divide again: 217 ÷ 34 is about 6, and 6 × 34 = 204. Then 217 - 204 = 13, bring down 6, and 136 ÷ 34 = 4 exactly. The quotient is 264.
Part 2: What the digits mean. Diagram 2 shows the same division as a bar drawn to scale. The 2 in the hundreds place means 200 groups of 34 (6,800), the 6 means 60 groups (2,040), and the 4 means 4 groups (136). Together, 200 + 60 + 4 = 264 groups. This is the same idea as the area models students used in grade 5, written in a shorter form.
Equation: 175 ÷ 29 → 6 (174), remainder 1; bring down 9: 19 is less than 29, so write 0; bring down 1: 191 ÷ 29 → 6 (174), remainder 17. So 17,591 ÷ 29 = 606 R17. Check: 29 × 606 + 17 = 17,591
Adjusting an estimated digit
Divide 1,862 by 38.
Equation: Round 38 to 40: 186 ÷ 40 → 4, 4 × 38 = 152, remainder 34. Bring down 2: 342 ÷ 40 → 8, but 342 - 8 × 38 = 38, which is not less than 38, so the digit is 9: 9 × 38 = 342. So 1,862 ÷ 38 = 49
915 students are going on a field trip. Each bus holds 52 students. How many buses are needed?
Equation: 915 ÷ 52 = 17 R31. Seventeen buses carry 884 students, and 31 students still need a seat, so the school needs 18 buses
Part 3: Checking and remainders. Every division can be checked with multiplication: divisor × quotient + remainder = dividend. In a word problem, the remainder can mean three different things. Sometimes you round up (the extra students still need a bus). Sometimes you drop the remainder (only full boxes can be sold). Sometimes the remainder is the answer (how much is left over). Students can also write a remainder as a fraction of the divisor when the story allows equal parts, such as miles per day.
Guided Practice15 minutes
Pairs solve four problems on whiteboards. One partner says each step out loud (divide, multiply, subtract, bring down) while the other writes; they switch roles for each problem. Pairs check each answer with multiplication before they look at the key.
Guided practice problems and answers
Problem
Answer
1. 6,384 ÷ 56
114 (56 × 114 = 6,384)
2. 9,207 ÷ 31
297 (31 × 297 = 9,207)
3. 20,735 ÷ 47
441 R8 (47 × 441 + 8 = 20,735)
4. A factory packs 1,000 pencils in boxes of 24. How many full boxes, and how many pencils are left?
1,000 ÷ 24 = 41 R16: 41 full boxes and 16 pencils left
Listen for students who write a remainder that is bigger than the divisor, and ask them what the remainder says about the digit they chose. In Problem 2, the second step is 300 ÷ 31. Rounding 31 to 30 suggests 10, but a quotient digit is never more than 9: 9 × 31 = 279 fits, with 21 left.
Independent Practice10-15 minutes
Students solve five problems on their own and check each one with multiplication. (1) 7,452 ÷ 18 (414). (2) 12,006 ÷ 58 (207). (3) 39,000 ÷ 125 (312). (4) 5,000 ÷ 64 (78 R8). (5) A school's volunteers log 2,340 minutes of community service in one month. How many hours is that? (2,340 ÷ 60 = 39 hours.) Students who finish early time themselves on Problem 1 again and compare.
Closure5 minutes
Exit ticket: (1) Divide 3,588 ÷ 26 and check your answer. (138; 26 × 138 = 3,588.) (2) Sam says 4,230 ÷ 21 = 21 R9. Find the mistake and fix it. (After 42 ÷ 21 = 2, bringing down 3 gives 3, which is less than 21, so Sam must write 0 in the tens place. The answer is 201 R9, and 21 × 201 + 9 = 4,230.)
Differentiation Strategies
For Struggling Students
Give a multiples list for the divisor (1 × 34 through 9 × 34) so students choose each digit by comparing, not guessing
Use grid paper so every digit sits in its own column and zeros are not skipped
Start with 2-digit divisors and quotients without zeros, then add problems with a zero in the quotient
For Advanced Students
Ask for a division by a 2-digit number whose quotient has two zeros, and have a partner solve it
Ask students to explain, with place value, why a remainder must be less than the divisor
Give a 6-digit dividend and a 3-digit divisor, such as 506,184 ÷ 318, and ask for an estimate first and the exact quotient second
Assessment Guidance
What to Look For
Check that students start with the right partial dividend and write each quotient digit above the last digit they used. Watch for skipped zeros, remainders greater than or equal to the divisor, and subtraction slips. Ask students to estimate before dividing and to compare the estimate with the answer. Every answer should have a multiplication check. For word problems, listen for a reason when a student rounds up, drops the remainder, or gives the remainder as the answer.
02
Classroom Activities
3 Activities
1
Error Analysis Cards
15 minPairs
Pairs get 6 cards. Each card shows a finished division by an imaginary student. Pairs check each card with multiplication, decide whether it is right, and rewrite any wrong card with the correct steps and a note that names the mistake.
Error Cards (6 cards)
Card A: 7,812 ÷ 36 = 217
Card B: 6,090 ÷ 29 = 21
Card C: 4,875 ÷ 39 = 125
Card D: 3,250 ÷ 45 = 72 R10
Card E: 9,523 ÷ 42 = 225 R73
Card F: 8,142 ÷ 23 = 397 R11 (the card shows 81 - 69 = 22 in the first step)
Answer Key
Cards A, C and D are correct
Card B drops the final 0: the answer is 210
Card E has a remainder bigger than the divisor, so the last digit is too small: the answer is 226 R31
Card F has a subtraction error (81 - 69 = 12): the answer is 354
Discussion Questions
How many cards are correct? (Three: A, C and D)
Which card could you reject without multiplying at all? (Card E, because 73 is more than 42)
How does the multiplication check show the error on Card F? (23 × 397 + 11 = 9,142, not 8,142)
Modification for Distance Learning
Post the cards as images on a shared slide deck, one per slide. Pairs type the check and a one-sentence note under each card, then compare notes with another pair in a breakout room.
2
Long Division Relay
20 minGroups of 4
Each group gets 4 problem sheets. Each student owns one step of the algorithm (divide, multiply, subtract, bring down), does that step, and passes the sheet to the next student until the problem is finished. Groups race to finish all 4 sheets with correct checks.
Relay Problems (4 sheets)
Sheet 1: 5,688 ÷ 24 (237)
Sheet 2: 30,015 ÷ 87 (345)
Sheet 3: 14,448 ÷ 172 (84)
Sheet 4: 61,250 ÷ 245 (250)
Procedure
Before starting, the group writes an estimate at the top of each sheet (for Sheet 1, 6,000 ÷ 25 = 240)
Pass the sheet after each step; the next student may say "stop" and fix an error before doing a step
When a sheet is finished, the whole group checks it with multiplication and compares it with the estimate
Rotate the step roles for each new sheet
Discussion Questions
Which sheet has a 0 in its quotient? (Only Sheet 4)
On Sheet 3, why does the quotient have only 2 digits? (144 is less than 172, so the first digit goes above the 4 in the tens place)
Which step caused the most "stop" calls in your group?
Challenge Variation
Each group writes a relay sheet of its own with a 5-digit dividend and a 3-digit divisor, makes sure the quotient has a zero in it, and trades with another group.
3
What Does the Remainder Mean?
15 minPairs
Pairs solve 4 story cards with the standard algorithm. The quotients all have remainders, and each story needs a different answer: round up, drop the remainder, give the remainder, or write the remainder as a fraction.
Story Cards (4 cards)
Card 1: A bakery packs 1,450 cookies in boxes of 36. How many full boxes can it sell? (40 R10, so 40 full boxes)
Card 2: 638 people ride vans that hold 15 people each. How many vans are needed? (42 R8, so 43 vans)
Card 3: A 1,000-foot roll of twine is cut into 48-foot pieces. How many feet are left over? (20 R40, so 40 feet)
Card 4: A family drives 1,125 miles in 12 days, the same distance each day. How far do they drive each day? (93 R9, so 93 9/12 = 93 3/4 miles)
Procedure
Divide and check with multiplication
Circle the quotient, the remainder, or both, depending on what the story asks
Write one sentence that answers the question with a unit
Discussion Questions
Which card is answered by rounding up? (Only Card 2)
In which card is the remainder itself the answer? (Card 3)
Why can Card 4 use a fraction, but Card 2 cannot?
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: The Standard Algorithm, Step by Step
8,976 ÷ 34 worked with the standard algorithm. Each quotient digit sits above the last digit of the number it divides: 89 hundreds, 217 tens and 136 ones. The notes show the divide, multiply and subtract steps, and what each digit means. The remainder is 0, and 34 × 264 = 8,976 checks the answer.
Diagram 2: What the Quotient Digits Mean
A bar drawn to scale for 8,976. It splits into 200 groups of 34 (6,800), 60 groups of 34 (2,040) and 4 groups of 34 (136). The quotient digits 2, 6 and 4 count these groups in the hundreds, tens and ones places.
04
Homework Assignment
~30 min
6.NS.B.2 Homework: Long Division Practice
Directions: Use the standard algorithm for every problem. Write an estimate first, show every step, and check each answer with divisor × quotient + remainder = dividend. Answer word problems in a sentence with a unit.
Part 1: Divide and Check (Problems 1-3)
8,265 ÷ 15
23,712 ÷ 38
50,418 ÷ 67
Part 2: Zeros and 3-Digit Divisors (Problems 4-5)
Divide 27,880 by 136. Explain how you knew where to write the first digit of the quotient.
Dani says 16,245 ÷ 54 = 3 R45. Estimate the quotient to show that Dani's answer is too small, find the mistake, and give the correct answer with a check.
Part 3: Word Problems (Problem 6)
(a) A stadium section has 1,876 seats in rows of 28 seats. How many rows does it have? (b) Volunteers pack 2,500 flyers in stacks of 75. How many full stacks can they make, and how many flyers are left over?
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Accuracy
All quotients and remainders correct
One quotient or remainder wrong
Two or more wrong
Steps and Place Value
Every step shown, digits in the right places, zeros included
Steps shown with one place value slip
Steps missing
Estimates and Checks
Estimate and multiplication check for every problem
Some estimates or checks missing
No estimates or checks
Word Problems
Remainder used correctly, answer in a sentence with a unit
Correct division but remainder misused or unit missing
Wrong division
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Use scrap paper for the standard algorithm and estimate before you divide. Your score updates after each answer, and Reset quiz clears the page for another try.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
What is 7,344 ÷ 36?
Answer: D
73 ÷ 36 → 2 (72), remainder 1. Bring down 4: 14 is less than 36, so write 0 in the tens place. Bring down 4: 144 ÷ 36 → 4. The quotient is 204, and 36 × 204 = 7,344. Choice A skips the 0 in the tens place. Choice B writes the 0 at the end instead of in the tens place. Choice C writes the first digit above the 7 instead of above the 3, so every digit moves one place to the left.
Question 2 of 20 · Multiple Choice
Which is the best estimate for 6,213 ÷ 29?
Answer: B
Round to compatible numbers: 6,000 ÷ 30 = 200. The exact quotient is 214 R7, which is close to 200. Choice A divides 600 by 30, losing a place. Choice C divides 6,000 by 3, forgetting that 30 is 3 tens. Choice D uses 20 in place of 29: 6,000 ÷ 20 = 300, a much worse estimate because 29 is much closer to 30.
Question 3 of 20 · Multiple Choice
Which of these CANNOT be the remainder when a whole number is divided by 47?
Answer: D
A remainder must be less than the divisor. If 52 were left over, another group of 47 would still fit, so the quotient digit was too small. Remainders of 0, 19 and 46 are all possible, because each is less than 47. A student who picks 0 may think every division must have a remainder, but 0 means the division comes out even.
Question 4 of 20 · Multiple Choice
What is 5,106 ÷ 23?
Answer: A
51 ÷ 23 → 2, remainder 5; 50 ÷ 23 → 2, remainder 4; 46 ÷ 23 → 2, remainder 0. So 5,106 ÷ 23 = 222, and 23 × 222 = 5,106. Choice B stops after 510 ÷ 23 = 22 R4 and forgets to bring down the 6. Choice C uses 1 as the last digit, leaving a remainder equal to the divisor. Choice D uses 0 as the last digit, leaving 46, which is two more groups of 23.
Question 5 of 20 · Multiple Choice
A student finds 3,917 ÷ 52 = 75 R17. Which expression should equal 3,917 if the answer is right?
Answer: C
Divisor × quotient + remainder = dividend: 52 × 75 = 3,900 and 3,900 + 17 = 3,917, so the answer checks. Choice A swaps the quotient and the remainder. Choice B subtracts the remainder instead of adding it. Choice D adds the remainder to the divisor before multiplying.
Question 6 of 20 · Multiple Choice
A farm packs 4,380 eggs into cartons of 12. How many cartons does it fill?
Answer: B
43 ÷ 12 → 3 (36), remainder 7; 78 ÷ 12 → 6 (72), remainder 6; 60 ÷ 12 → 5. So 4,380 ÷ 12 = 365 cartons, and 12 × 365 = 4,380. Choice A stops at 438 ÷ 12 = 36 R6 and forgets to bring down the last 0. Choice C writes an extra 0 because the dividend ends in 0. Choice D multiplies 4,380 × 12 instead of dividing.
Question 7 of 20 · Multiple Choice
A sports banquet expects 430 guests. Each table seats 12 people. How many tables are needed so every guest has a seat?
Answer: C
430 ÷ 12 = 35 R10. Thirty-five tables seat 420 guests, and 10 guests still need seats, so 36 tables are needed. Choice A drops the remainder and leaves 10 guests standing. Choice B gives the remainder instead of the number of tables. Choice D writes the remainder as a fraction, but a banquet cannot set out part of a table.
Question 8 of 20 · Multiple Choice
A pancake recipe uses 180 grams of flour per batch. A bag holds 2,500 grams. After making as many full batches as possible, how much flour is left?
Answer: A
2,500 ÷ 180 = 13 R160: 13 batches use 2,340 grams, and 2,500 - 2,340 = 160 grams are left. The question asks for the leftover, so the remainder is the answer. Choice B gives the number of batches. Choice C rounds the number of batches up. Choice D is how much more flour a 14th batch would need: 180 - 160 = 20.
Question 9 of 20 · Multiple Choice
What is 38,025 ÷ 125?
Answer: C
380 ÷ 125 → 3 (375), remainder 5. Bring down 2: 52 is less than 125, so write 0. Bring down 5: 525 ÷ 125 → 4 (500), remainder 25. So the answer is 304 R25, and 125 × 304 + 25 = 38,025. Choice A skips the 0 in the tens place. Choice B uses 3 as the last digit, which leaves 150, more than the divisor. Choice D drops the remainder.
Question 10 of 20 · Multiple Choice
In 4,968 ÷ 54, above which digit of the dividend should the first digit of the quotient go?
Answer: C
4 and 49 are both less than 54, so the first division is 496 ÷ 54 → 9. The 9 goes above the 6, in the tens place, and the quotient is 92 (54 × 92 = 4,968). Choice B treats 49 as big enough, which would make the quotient about 10 times too big. Choice A starts with 4, which does not contain even one 54.
Question 11 of 20 · Multiple Choice
In 2,730 ÷ 42, the first step is 273 ÷ 42. What digit goes in the quotient for this step?
Answer: B
42 × 6 = 252 and 42 × 7 = 294. Since 294 is more than 273, the digit is 6, with 273 - 252 = 21 left. Choice C is too big: 7 × 42 = 294 cannot be subtracted from 273. Choice A is too small: it leaves 273 - 210 = 63, which is more than 42. Choice D is the whole quotient (2,730 ÷ 42 = 65), not the first digit.
Question 12 of 20 · Multiple Choice
A school spends $9,360 on 72 desks that all cost the same. What is the price of one desk?
Answer: D
93 ÷ 72 → 1, remainder 21; 216 ÷ 72 → 3, remainder 0; bring down 0: 0 ÷ 72 → 0. So each desk costs $130, and 72 × 130 = 9,360. Choice A forgets the final 0 in the quotient. Choice B writes an extra 0. Choice C subtracts 72 from 9,360 instead of dividing.
Question 13 of 20 · Multiple Choice
Which division has a 0 in its quotient?
Answer: A
36 ÷ 18 → 2; bring down 5: 5 is less than 18, so write 0; 54 ÷ 18 → 3. So 3,654 ÷ 18 = 203. The other quotients are 255, 228 and 231, with no zeros. Choice B has a 0 in its dividend, but a zero in the dividend does not make a zero in the quotient: 40 ÷ 16 → 2, 88 ÷ 16 → 5, 80 ÷ 16 → 5.
Question 14 of 20 · Multiple Choice
What is 91,512 ÷ 246?
Answer: A
915 ÷ 246 → 3 (738), remainder 177; 1,771 ÷ 246 → 7 (1,722), remainder 49; 492 ÷ 246 → 2, remainder 0. So the quotient is 372, and 246 × 372 = 91,512. Choice B stops before bringing down the last 2: 9,151 ÷ 246 = 37 R49. Choice C uses 1 as the last digit, leaving a remainder equal to the divisor. Choice D writes the first digit above the 1 instead of above the 5, which shifts the digits one place.
Luis says 12,642 ÷ 21 = 62. Explain his mistake and give the correct quotient.
126 ÷ 21 → 6, remainder 0. Bringing down 4 gives 4, which is less than 21, so a 0 must go in the tens place. Then 42 ÷ 21 → 2. The correct quotient is 602, and 21 × 602 = 12,642. Luis skipped the 0. An estimate shows it too: 12,000 ÷ 20 = 600, not about 60.
Question 19 of 20 · Short Answer
A zoo expects 1,230 visitors on a school day. Each tour group can have at most 35 visitors. How many tour groups are needed so every visitor is in a group?
1,230 ÷ 35 = 35 R5, because 35 × 35 = 1,225 and 5 visitors are left. Those 5 visitors need a group too, so the zoo needs 36 tour groups.
Question 20 of 20 · Short Answer
A charity shares $2,475 equally among 18 families. How much money does each family get? Write the remainder as a fraction of a dollar.
2,475 ÷ 18 = 137 R9, because 18 × 137 = 2,466. The 9 dollars left are shared too, so each family gets 9/18 = 1/2 of a dollar more: $137 1/2, or $137.50. Check: 18 × 137.50 = 2,475.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does 6.NS.B.2 mean?
6.NS.B.2 means students can divide multi-digit whole numbers accurately and efficiently with the standard algorithm, or long division. That includes 2-digit and 3-digit divisors, quotients with zeros, and remainders. "Fluently" means students divide correctly, in a reasonable time, and can explain why each step works.
What is the standard algorithm for division?
The standard algorithm is the written long division method. Students divide the first part of the dividend that is big enough, multiply the quotient digit by the divisor, subtract, bring down the next digit, and repeat until no digits are left. Each quotient digit goes above the last digit it used, which keeps the place values right.
Is 6.NS.B.2 a grade 5 or grade 6 standard?
It is a grade 6 standard. In grade 5 (5.NBT.B.6), students divide up to 4-digit numbers by 2-digit numbers with strategies such as area models and partial quotients. Grade 6 is the first grade where the standard algorithm is required and fluency is expected.
How do students estimate each quotient digit?
Round the divisor to the nearest ten or hundred and divide mentally. For 2,236 ÷ 43, round 43 to 40: 223 ÷ 40 is about 5, and 5 × 43 = 215 fits. If the product is too big, try one less. If the difference after subtracting is not less than the divisor, try one more.
Why is there sometimes a zero in the quotient?
A zero goes in the quotient when the number after bringing down a digit is still smaller than the divisor. For 9,690 ÷ 19, the steps give 96 ÷ 19 → 5 and 19 ÷ 19 → 1, and then 0 is less than 19, so the ones digit is 0: the quotient is 510. Skipping that zero gives 51, which is 10 times too small.
What do you do with a remainder in a word problem?
It depends on the question. Round up when everyone or everything must be included, such as buses for students. Drop the remainder when only full groups count, such as full boxes to sell. Give the remainder when the question asks what is left over. When the story allows equal parts, such as money or distance, the remainder can be written as a fraction of the divisor.
How can students check a division answer?
Multiply the divisor by the quotient and add the remainder. The result must equal the dividend. An estimate is a second check: if the estimate is about 300 and the answer is 35, a digit is missing or in the wrong place.
What are common mistakes in long division?
A common mistake is skipping a zero in the quotient. Others are writing the first digit in the wrong place, choosing a digit that leaves a remainder bigger than the divisor, subtraction slips, and forgetting to bring down the last digit. A multiplication check catches all of them, and grid paper helps students keep digits in columns.
Do students still need long division if they have calculators?
Yes. The algorithm builds number sense about place value and estimation, and students use it to check whether a calculator answer is reasonable. It is also the method students use in grade 7 to write fractions as decimals, and later to divide polynomials in high school.
How does 6.NS.B.2 connect to later math?
6.NS.B.2 leads straight into dividing decimals (6.NS.B.3), which uses the same steps. In grade 7, students use long division to turn fractions into decimals and see that the decimals end or repeat (7.NS.A.2). In Algebra II, polynomial long division follows the same divide, multiply, subtract and bring down pattern (HSA.APR.D.6).
07
Related Standards
6 standards
These standards connect to 6.NS.B.2: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
5.NBT.B.6Prerequisite
Divide up to 4-digit numbers by 2-digit numbers with place value strategies
Lesson coming soon
5.NBT.B.5Prerequisite
Fluently multiply multi-digit whole numbers with the standard algorithm
Lesson coming soon
Alongside
6.NS.B.3Parallel
Add, subtract, multiply and divide multi-digit decimals fluently
