*Contributor: Meghan Vestal. Lesson ID: 11813*

If you long to be an expert at long division, you need to review the basics and practice each step with different types of problems. So, give your undivided attention to the examples in this lesson!

categories

subject

Math

learning style

Visual

personality style

Lion, Beaver

Grade Level

Intermediate (3-5)

Lesson Type

Dig Deeper

Do you remember the steps you *need* to remember to solve a long division problem? Do you recall the different *types* of long division problems?

One reason long division can be challenging is because there is so much you need to know and remember to *correctly* solve problems!

In this lesson, you will review what you have learned throughout this *Long Division* series. Then, you will take a long division quiz and create a project. There's a lot to review, so let's get started!

Wait! If you missed or need to review the previous **Related Lessons**, find them in the right-hand sidebar. After all, you can't review without having something to review!

The first thing you have to know to solve a long division problem is the *steps*. Tell your teacher or parent the five steps and a saying you can use to remember the five steps. The model below reviews how you incorporate each of those steps into solving a long division problem:

**Step 1: Divide**

Divide the divisor into the dividend. Remember, you do not divide into the entire dividend at once.

**Step 2: Multiply**

Multiply the divisor by the number you just wrote above the division sign. Write the product below the number you divided into.

**Step 3: Subtract**

Subtract the product from the number you divided into.

**Step 4: Check**

Make sure the difference is less than the divisor. If it is less than the divisor, you can continue solving. If it is equal to or greater than the divisor, start over.

**Step 5: Bring Down**

Bring down the next digit in the dividend and write it next to the difference.

Remember to continue this process until there are no more numbers in the dividend to bring down.

When you are finished solving, you should always *double-check* to make sure you have solved correctly. To check your work, multiply the *quotient* and the *divisor*. If the product is the same as the dividend, you have solved correctly. If the product is *not* the same as the dividend, go back and resolve the problem. In the example above, the quotient multiplied by the divisor is equal to the dividend (93 x 2 = 186); therefore, we know it was solved correctly.

Sometimes, the divisor is not able to divide evenly into the dividend. Tell your teacher or parent an example of a division problem where this is the case. If you go through the entire process of solving a division problem, and there is still a number left over when you do your final subtraction, you have a *remainder*. When you have a remainder, write an "R" (which stands for "Remainder") next to your quotient, and write the number left over next to the "R."

Some division problems have a *decimal* in the dividend. When this happens, solve the problem the same way you normally would. Pretend the decimal is not even there when you are solving. When you are finished solving, move the decimal straight up into your quotient:

Throughout this *Long Division* series, you have learned several tips and strategies to help you solve long division problems and avoid making common mistakes. Discuss the following questions with your teacher or parent:

- Why do people frequently make mistakes when solving long division problems?
- What strategies will you use to avoid making mistakes?
- Do you feel confident in your ability to solve long division problems? Why or why not? If not, what do you think you need to do to become more confident?
- Why is it important to be able to solve long division problems?
- What is an example of a real-world long division problem you might encounter?

You have now reviewed the skills you have learned throughout this *Long Division* series. When you are finished discussing the questions, move on to the *Got It?* section to take a long division quiz.

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