
Understanding Division and the Box Method

Interactive Video
•
Mathematics
•
4th - 5th Grade
•
Hard

Thomas White
FREE Resource
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22 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the first step in the box method for division?
Subtract the divisor from the dividend.
Place the dividend inside the box.
Multiply the dividend by the divisor.
Place the divisor inside the box.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How is the divisor positioned in the box method?
Below the box.
Above the box.
Outside the box.
Inside the box with the dividend.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What do you do after placing the divisor outside the box?
Box each digit of the dividend.
Add the divisor to the dividend.
Multiply the divisor by the dividend.
Subtract the divisor from the dividend.
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
When starting the division, what is the first question to ask?
How many times does the divisor fit into the entire dividend?
What is the product of the divisor and the first digit of the dividend?
How many groups of the divisor can be made from the first digit of the dividend?
What is the sum of the divisor and the first digit of the dividend?
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What do you do if the divisor cannot fit into the first digit of the dividend?
Subtract the divisor from the first digit.
Multiply the divisor by the first digit.
Move to the next digit of the dividend.
Write a zero in the quotient.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
How do you proceed after finding the first part of the quotient?
Bring down the next digit of the dividend.
Subtract the divisor from the next digit.
Multiply the divisor by the next digit.
Add the divisor to the next digit.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is the next step after bringing down a digit in the box method?
Add the divisor to the new number.
Determine how many groups of the divisor can be made from the new number.
Subtract the divisor from the new number.
Multiply the divisor by the new number.
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