Tag: 4.4H

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Long Division Made Easier

By: Katrina Maccalous, MS Ed

Long division is understandably one of the more challenging processes students are expected to master in 4th and 5th grade. Many times students have not yet mastered their multiplication facts, while others are still struggling to develop conceptual understandings of multiplicative reasoning. In a perfect world we could wait until these concepts are internalized before introducing standard algorithms, but state-standards and standards-based assessments require students to use the algorithms to solve multi-digit problems. We must also hold high expectations for every child, and that includes exposing them to grade-level content with the appropriate scaffolds in place based on students’ current level of understanding.

This is precisely what this post is about–scaffolding instruction to allow every student the opportunity to work through these processes. This particular post is on how to support students with the long division algorithm. I hope you find this useful!

Firstly, what is long division?

According to Oxford Languages, long division is “arithmetical division in which the divisor has two or more figures, and a series of steps is made as successive groups of digits of the dividend are divided by the divisor, to avoid excessive mental calculation.” The key to this definition is that it is a “series of steps” or processes. So while the strategies I will be sharing can support these steps, it is important that the conceptual understandings are reinforced, so that students understand what it is and why it works. My method incorporates elements that can help with this, but continued inquiry into the place-value connections of the distributive property and/or partial quotients are needed.

Note: These strategies are for use after students have been introduced to division and students have spent time making connections to other strategies/models such as arrays, area, inverse operations, physical manipulatives, etc.

The Strategies

Ratio Tables (aka input output tables): These tables are fantastic tools that have so many connections within math and will be used in more complex ways in secondary math classrooms. However, I find them wonderful tools to introduce for multiplication and division. (Bonus: They are basically input output tables, and they are excellent for proportions and fractions.) To support even my most struggling math students, I include dots (see below) for them to count on (repeated addition) in order to create their table. In my example below, I have not yet labeled the chart to indicate what/number each column represents , but I will label each with the correct mathematical vocabulary depending on the operation (i.e. dividend, divisor, quotient OR factor/dimension & product/area). We will come back to this table later in the process.

For my students who struggle with multiplication facts, we add dots for them to count on as they build their table.

A Student-Friendly Acronym (DMSB/DMSBR): Acronyms are fantastic tools for remembering the steps of a process, and there are many that can be used for long division. Some examples are included below, but you can create one with your students (honestly, this is more fun, and they will likely have more success remembering it). For acronyms that do not include an R (repeat), you can draw an arrow that shows students to start back over and repeat the process.

Tip: For students who might need something tactile to help them internalize the steps, you can write the steps on an index card and use a paperclip, clothespin, or other object to allow them to mark the current step they are on.

  • Does Mcdonalds Serve Burgers Rare?
  • Dad, Mom, Sister, Brother
  • Dirty Monkeys Smell Bad

Color-Code & Label!

Let’s use a simple example to demonstrate this next step. I chose to use the number 5 as it is a number most children are comfortable skip counting by. You will need several colored pencils, markers, or crayons. Alternatively, labels are effective. It really just depends on the needs of your students.

I made my divisor (5) green, the quotients purple, and my dividend/products/totals brown. Labeling and/or color-coding helps students see where each number goes in the problems. Additionally, I have added those colors to my acronym to reinforce the steps and what they represent in the problem. I have also added arrows as an additional support (top, bottom).

Let’s Solve!

We begin by looking at the largest place value of our dividend. In this example, it is ONE. The first step is to DIVIDE. Since we are looking for a number of equal parts in division, we must first look at the column with the totals (brown).

DIVIDE (D): Prompt students to identify the closest we can get to 5 without going over. (If everything costs $5, and we have $1, how many things can we buy?- When in doubt, connect it to money!) In this case, the answer is ZERO. We need AT LEAST 5 to make one whole group. If we have less, we cannot make a group or “buy” anything. The closest to 5 (that’s not more than 5) is 0. Place a zero on top.

MULTIPLY (M): If we look to the left column, we see that means we made 0 groups of 5 (0 x 5 = 0). Place a zero under the one.

SUBTRACT (S): We need to identify how many did NOT make it into a group (i.e. what is remaining or leftover), so we need to subtract the total we started with (1) by how many total were placed into equal groups (0). 1-0=1. We have one leftover.

BRING DOWN (B): There are more numbers in our dividend, so we will bring down the next digit (3) and place it next to the remainder (1) to make the number 13. (Notice that in my example, I have drawn an arrow under the 3 to help students keep track of where they are in the problem.)

REPEAT (R or arrow): We now have 13 to place into equal groups of 5. You will repeat the steps from above looking this time for the MOST groups of 5 we can make out of 13 (Remember: We only have 13, so we can’t have more than our total). You will continue through these steps until there are no more numbers to bring down.

CHECK! The final step requires that student check their work with multiplication, remembering to add any remainder back in to the total.

long division example

These are the strategies I have found to be the most successful when working with a wide-range of learners. As with any process, it will require repetition and reinforcement, but hopefully these supports will help with this internalization. If you’re looking for a great activity to help students apply their new division skills, check out one of my favorite products on interpreting reminders (FREE for a limited time) or other products on TPT! You can read the post here!

If you enjoyed this post, please pin, follow us, and check out my other products and posts! Happy Teaching!

7 Simple Strategies for Solving Word Problems

Seven Strategies for Solving Word Problems

By Katrina Maccalous, EdD.

Updated 2025

7 Simple Strategies for Solving Word Problems

Where it all began…

I began writing this article last school year as my students and I dived head first into what is easily the most important and most challenging standard for elementary (and honestly, all grade levels of math)…multi-step word problems!

There’s something about putting math into a “story” that makes children seemingly forget everything they know about math. The fact that they are no longer simply solving computations, but required to transfer reading skills to comprehend and compute in a variety of contexts, adds another layer of thinking students must problem-solve. They may have mastered procedural processes for addition, subtraction, multiplication and division, but put that in the context of a multi-step problem, and suddenly it’s like a foreign language! Solving word problems, and especially multi-step problems is a product (no, not the math kind) of a problem-solver and critical thinker…what we all want for our children! But teaching computation skills alone, is not enough to produce those qualities. It takes explicit instruction, modeling, and lots of practice with just-in-time feedback to begin to develop that flexibility in thinking.

Hopefully, the ideas, resources, and strategies I have to share in these posts will be useful in some capacity for any teacher struggling with this concept, as they were for me. Check out these ideas below…and share your own in the comments!

Onto the Good Stuff…What Works

Neuroscience tells us that the brain retains and transfers learning when concepts are spiraled, interleaved, and connected to prior knowledge. Mastering multi-step word problems is a skill that requires on-going work; while the strategies I have below provide students with opportunities to engage with various representations of mathematical situations, apply conceptual understanding to new problems and real-world situations, and explain and justify their problem-solving strategies.

1. Operation Flow Chart: I love using this visual math flow chart! While it requires intentional modeling and plenty of guided practice, the payoff is absolutely worth it. Once students begin to internalize the process, they grow into confident, independent problem solvers–think of it as a map to the abstract. Students follow a simple decision-making chart to help them determine which operation(s) to use. It can also be customized to differentiate needs based on grade-level or student need and used as a tool to support students in error analysis and checking their work. What’s important is that students are thinking about what the question is asking them to do or find and what information they need in order to do that.

Let’s look at an example:

In this released STAAR Grade 4 test item, students were asked to represent a multi-step problem using an equation. Fifty-eight percent of students selected the incorrect set of equations. What made this item so challenging?

Looking at the answer choices, 41% of students chose A, which contains the same values as C…the correct answer. In both A and C, the first equation is correctly set up: the flower shop had 242 roses and sold 128, leaving 114. The confusion came in the second equation. In choice A, students added 114 to 150, suggesting they interpreted the problem as though the shop received 150 more roses on Monday. However, the problem states that 150 is the total number of roses the shop had after receiving more. Therefore, students should have subtracted to determine how many roses were delivered.

This error shows that many students struggled to understand the context of the story and identify exactly what the question was asking. If we use the flow chart to guide our thinking, we see that the question is asking for the “number of roses the shop got on Monday.” We start by asking if we are looking a part or a whole? This keeps us grounded in number sense and forms the foundation for the direction our work will take us.

The goal is to help students conceptualize and analyze both the question and the supporting information in a problem, so they can determine the appropriate operation based on context—not just keywords. This tool promotes critical thinking and strengthens students’ ability to reason through real-world mathematical situations, paving the way for transfer to more abstract concepts.

In the example, we know we are looking for a PART. Now students must determine whether we are dealing with equal parts or not and look back into the “text” for our “text evidence” (literacy connection!). We do not see any indication that there are an equal number of roses being delivered, so we move through the flowchart to determine we must subtract to find the number delivered on Monday.

My version (available for free download!) includes:

  • Operation context clue words that can be used for digital reference or printed for classroom use
  • Interactive math journal pages to support hands-on practice and reflection

This resource is a classroom favorite and a great support for building mathematical reasoning and problem-solving independence!

2. Strip diagrams: This model was new to me when I moved to Texas and it took awhile for me to appreciate it. They are sometimes called tape diagrams or thinking blocks. Drawing or acting out what is happening in a word problem is an effective way for students to visualize what path they need to take to solve the problem and strip diagrams are a great option for this. Each block is comprised of a single block or line that represents the total/largest value. The rest of the blocks or strips represent the parts. Depending on whether the parts are equivalent or not, as well as the relative sizes of the parts, helps create a visual of a problem. Below is an example of an activity I use in stations to have students practice matching a word problem, strip diagram and equation to each other. It’s also available as a digital resource on my TPT page!

3. Use a Problem-Solving Model:

  • Know and Need to Know: This next strategy is one of the MOST important when helping students comprehend word problems. This strategy aids students in internalizing the process of problem-solving, but it takes a LOT of modeling and practice to get them to use it successfully and independently. After students have identified what the problem is asking them to find–in our example, you will recall we are asked to subtract to find out how many roses were delivered on Monday. In order to subtract, we must have a total and at least one part. Sometimes that information is readily available, but sometimes we have to complete another step to get there. In our example, we are given lots of information we will need to accurately solve for the given question. Students fill this information out on a T-chart. Look at the example below to see how this would look for our flower shop problem:

Notice how the T-chart labels which quantities are the parts and which is the total, which we knew we needed to locate within the story based on our analysis of what the question was asking. I have highlighted some of the context clue words that aided me in identify the action taken.

  • C.U.B.E.S: If you are unfamiliar with the acronym, C.U.B.E.S. stands for CIRCLE NUMBERS, UNDERLINE QUESTION, BOX IN CONTEXT CLUE WORDS (see below), EXAMINE THE PROBLEM (this is when I have students use the flow chart organizer process), and SOLVE. I start by having my students do a think-pair-share on strategies for solving word problems. Then we regroup, and share our ideas. After we’ve built some background knowledge, I pass out a graphic organizer with the acronym C.U.B.E.S. on it, and challenge the students to come up with what strategy each letter could stand for (get ready for some interesting thoughts, but also some ones that are right on target). Next, I share the anchor chart I’ve created and students copy the steps down on their organizer. This goes into their math resource folder or math journal for them to refer to as needed. After we’ve got our charts ready, I model the process, while they follow along, and they practice with guided support and independently (repeat the I do, we do, you do process as often as needed…for me, it’s often!) Check out my Pinterest Boards for some great examples created by other educators. This year I decided to create an organizer “plan” to support students. I use the organizer as a guide or plan for students to use to identify key information (or text evidence) that will answer the given question. Below is the organizer I have created to support my students.
Check back for more on how to effectively use the K/? T-chart!

4. Look for Context/Operation Clues: One of the most challenging aspects of word problems is the VOCABULARY. Students need to understand the meaning behind a whole plethora of words to support them with comprehending the context of a given problem. Work with students to brainstorm context clue words (connection to reading comprehension strategies) and create a class chart for them to reference.

Note: for these ideas to work, be sure to emphasize that the operation and pathway to solving (strategies) are not always one-in-the-same. A problem can ask for the difference (the amount/distance between given quantities), commonly identified as subtraction, but “counting up,” which is often associated with be adding can be the strategy used. Honestly, any activities you use in other content areas to learn vocabulary can be transferred to math! Another Note: In addition to operation context clues, students need exposure to reading numbers in written form (i.e. thirteen, fourteen, fifteen), as well as ordinal numbers (i.e. first, second, third).

5. Practice, Practice, Practice in a Variety of Ways: One way for students to practice is first by trying to identify the operation(s). Give students a set of word problems with mixed operations and steps. Students sort by number of steps and then identify the operation(s). I don’t have students solve them for this part of the activity. My focus is on how to think through a word problem, not the computation yet. Have them practice creating their own word problems. Students can use the same sorting cards for this. They draw the number of steps, then operation. (Can be done with just one or the other too depending on students’ needs). Then they create their own problem for a partner to solve. With every practice we do, students are expected to use C.U.B.E.S. to make their plans and “find text evidence” to help them answer the questions.

6. Leverage Your Students: Peer Coaching: They say that if someone can teach another how to do it, then they have a solid understanding of the concept. With this activity, students write or try and explain how to solve word problems to their peers. (Bonus: It’s great practice for procedural writing.)

7. Task cards and lots of (retrieval) practice!: One way I have students practice is by sorting and matching equations, strip diagrams and word problems. We also engage in a daily thinking routine, where we analyze a different aspect of a word problem each day of the week. This can include: What is the problem asking? What information is important? What misconceptions do we need to watch out for? What connections can you make? What strategies could we use to solve this? How is this problem similar to other problems we’ve solved?

Additional Resources

This graphic organizer can be used as an interactive notebook page (either digital or hard-copy).

I hope you find these strategies helpful, and please share your ideas in the comments. If you enjoyed this article, don’t forget to sign up for notifications, so you never miss out on a posting or resource! Happy Teaching!