Super Awesome Math

Division Worksheets

Division facts, with or without remainders · Grades 2–3

Short division problems written on one line, such as 12 ÷ 3 = □, with dividends within 20, 50 or 100 and divisors from 2 to 10, so every answer is a times-table fact read backwards. Turn on remainders for problems like 14 ÷ 4 = 3 r 2, where each line leaves a box for the quotient and one for what is left over. The sign prints as ÷ or as a colon, following the convention of each language.

Skills: division facts, remainders, inverse of multiplication. Format: printable, randomized on every load.

Sheets are randomized, free to print, and carry no answer key on purpose – why Super Awesome Math works this way.

How to do it

Short division is a multiplication fact read backwards: 12 ÷ 3 asks which number times 3 gives 12, so the times tables are what make it quick rather than a new method.

  1. Read the problem as a question about multiplication. For 42 ÷ 7, ask yourself what times 7 makes 42.
  2. Find the answer in the times table for the divisor. Seven sixes are 42, so 42 ÷ 7 = 6.
  3. If no fact lands exactly, take the largest one that fits without going over. For 44 ÷ 7, seven sixes are 42 and seven sevens are 49, so 6 is the answer so far.
  4. Subtract to find the remainder: 44 − 42 = 2, written as 6 r2. The remainder must always be smaller than the divisor.
  5. Check by multiplying back and adding the remainder: 6 × 7 + 2 = 44. If that does not return the original number, the answer is wrong.

Where it goes wrong

  • A remainder as big as the divisor, or bigger. That means the quotient was taken too small – another whole divisor still fits.
  • Reversing the numbers. 12 ÷ 3 and 3 ÷ 12 are not the same question, unlike multiplication where the order does not matter.

Frequently asked questions
When should children start division facts?
Division facts usually follow the times tables in grades 2 and 3. A child who knows that 3 × 4 = 12 already knows 12 ÷ 3 and 12 ÷ 4, so start once the matching tables are recalled rather than counted, and choose within 20 for the first sheets.
How is this different from long division?
These problems take one step, from memory or a quick count, and are written on a single line. Long division breaks a large number into several steps like these, so fluent division facts are what make the long division sheet manageable.
How should remainders be introduced?
Turn remainders on once exact division is quick. Most problems then leave something over, but a few still divide exactly and are answered with r 0, so a child has to check that the remainder is smaller than the divisor instead of assuming there is one.

Settings
  • Limit: dividends within 20, 50 or 100
  • Sign: ÷ or :
  • Columns: 2, 3 or 4 (26–52 problems)
  • Allow remainders, with a remainder box on every line

Example problems
  • 12 ÷ 3 = □
  • 45 ÷ 9 = □
  • 56 ÷ 7 = □
  • 20 ÷ 5 = □

More Arithmetic

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