Division Word Problems Worksheets for Grade 5 - Free Printable

Let’s solve each problem one by one, step by step.

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Problem 1:
Janet has 48 boxes of crayons. She has 480 crayons in total. How many crayons are there in each box?

→ We need to divide the total number of crayons by the number of boxes.
→ 480 ÷ 48

Let’s calculate:
48 × 10 = 480 → So, 480 ÷ 48 = 10

✔ Each box has 10 crayons.

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Problem 2:
Green has 11 boxes of erasers. She has 485 erasers in total. How many erasers are there in each box?

→ Divide total erasers by number of boxes: 485 ÷ 11

Let’s do the division:
11 × 44 = 484 → That’s 1 less than 485.
So, 485 ÷ 11 = 44 with a remainder of 1.

But since we’re asked “how many erasers in each box”, and it doesn’t say anything about leftovers, we assume equal distribution — but 485 is not evenly divisible by 11.

Wait — let me double-check:

11 × 44 = 484
485 - 484 = 1 → So, 44 full erasers per box, and 1 left over.

But maybe the problem expects us to give the exact quotient including decimal? Let’s try:

485 ÷ 11 = 44.0909... → Not nice.

Wait — perhaps I made a mistake? Let me check if 485 is divisible by 11.

Rule for 11: Alternating sum of digits: 4 - 8 + 5 = 1 → Not divisible by 11.

Hmm… But this is a Grade 5 worksheet — likely all problems have whole number answers.

Wait — did I misread? Let me re-read:

“Green has 11 boxes of erasers. She has 485 erasers in total.”

Maybe it’s a typo? Or maybe I miscalculated?

Wait — 11 × 45 = 495 → too big.

11 × 44 = 484 → as before.

So 485 ÷ 11 = 44 R1 → but that’s not clean.

Hold on — maybe the problem meant 484? Or 495? But it says 485.

Alternatively, perhaps we’re supposed to write the answer as a mixed number or decimal? But Grade 5 usually deals with whole numbers in such contexts.

Wait — let me check Problem 3, 4, 5 — maybe they’re all clean.

Problem 3: 180 ÷ 15 = 12 → clean.

Problem 4: 1500 ÷ 25 = 60 → clean.

Problem 5: 2880 ÷ 32 = ?

32 × 90 = 2880 → yes! Clean.

So only Problem 2 seems off.

Wait — maybe I misread the number? Let me look again at the original text:

“Green has 11 boxes of erasers. She has 485 erasers in total.”

Perhaps it’s 484? Or 495? But it’s written as 485.

Alternatively, maybe the problem allows remainders? But the question says “how many erasers are there in each box?” — implying equal sharing.

In real life, you can’t split an eraser into fractions easily, so probably it’s intended to be exact.

Wait — let me calculate 485 ÷ 11 precisely:

11 × 44 = 484 → remainder 1 → so 44 and 1/11 per box? Not practical.

But since this is a math worksheet, and other problems are clean, perhaps it’s a typo, and it should be 484? Or 495?

Wait — 11 × 45 = 495 → too big.

11 × 44 = 484 → close.

Perhaps the problem is correct, and we’re to report the quotient as 44 with remainder 1, but the question doesn’t ask for remainder.

Looking back at the instruction: “How many erasers are there in each box?” — if distributed equally, each box gets 44, and 1 is left over.

But typically in such worksheets, they expect the exact division result.

Wait — let me try dividing 485 by 11 using long division:

11 into 48 → 4 times (44), subtract → 4, bring down 5 → 45.

11 into 45 → 4 times (44), subtract → 1.

So quotient is 44, remainder 1.

So answer is 44 erasers per box, with 1 left over.

But the question doesn’t mention leftover, so perhaps we just say 44?

Or maybe the problem has a mistake.

Another thought: perhaps "Green" is a name, and it's 11 boxes, 485 erasers — maybe it's 485 divided by 11, and we leave it as fraction? But Grade 5 might not do that.

Wait — let me check online or think differently.

Perhaps I should proceed with the calculation as is.

For now, I’ll note that 485 ÷ 11 = 44.0909..., but since it's word problem, likely they want whole number, so perhaps 44.

But let's see the context — other problems are exact.

Wait — Problem 5: 2880 ÷ 32.

32 × 90 = 2880 → yes.

Problem 4: 1500 ÷ 25 = 60.

Problem 3: 180 ÷ 15 = 12.

Problem 1: 480 ÷ 48 = 10.

All exact except Problem 2.

Perhaps it's 484? Let me assume it's a typo and it's 484, then 484 ÷ 11 = 44.

Because 11 × 44 = 484.

And 485 is very close — probably a typo.

In many worksheets, such typos happen.

To be safe, I'll calculate both ways.

But since the user provided the image, and it says 485, I should use 485.

However, for educational purpose, and since it's Grade 5, likely they expect 44, assuming 484.

Wait — let me calculate 485 ÷ 11 exactly.

485 ÷ 11 = 44.090909... — not nice.

Perhaps the problem is to find how many per box, and it's okay to have remainder, but the question doesn't ask for remainder.

I think for consistency, and since other problems are clean, I'll go with 44, noting that there's a remainder, but the main answer is 44.

But let's move to Problem 3.

Problem 3:
Amelia has 180 books to share with 15 friends. How many books per friend?

→ 180 ÷ 15

15 × 12 = 180 → so 12 books per friend.

✔ Answer: 12

Problem 4:
Sophie has to write 1500 emails. She writes 25 per day. How many days?

→ 1500 ÷ 25

25 × 60 = 1500 → so 60 days.

✔ Answer: 60

Problem 5:
Jessica invites 32 friends. Has 2880 cookies. How many per friend?

→ 2880 ÷ 32

Let me calculate: 32 × 90 = 2880 → yes, because 30×90=2700, 2×90=180, total 2880.

So 90 cookies per friend.

✔ Answer: 90

Now back to Problem 2.

Given that all others are exact, and 485 ÷ 11 is not, but 484 ÷ 11 = 44, and 485 is likely a typo, I will assume it's 484 for the sake of the worksheet.

Perhaps "Green" has 11 boxes, 485 erasers — but maybe it's 485 including something else? No.

Another idea: perhaps "boxes of erasers" means something else, but no.

I think for accuracy, I should use the given number.

But let's do the division properly.

485 ÷ 11:

11 * 44 = 484, as said.

So each box has 44 erasers, and there is 1 eraser left over.

The question is "how many erasers are there in each box?" — if distributed equally, each box gets 44, and one is extra.

So the answer should be 44.

In some contexts, they might say 44 with remainder 1, but since the question doesn't specify, and for Grade 5, likely 44 is expected.

Perhaps the problem is designed to have remainder, but the other problems don't.

Let me check the image again mentally — the user said "uploaded an image", and in the text, it's "485".

But to resolve, I'll calculate it as 485 ÷ 11 = 44.0909, but that's not integer.

Perhaps it's 495? 11*45=495, but 495>485.

No.

Another thought: maybe "Green" is not the person, but the color? No, it says "Green has 11 boxes".

I think I have to go with 44, as the closest whole number.

Or perhaps the answer is 44, and the remainder is ignored for the question.

In many school problems, they expect the quotient.

So for Problem 2, answer is 44.

Let me confirm with calculation:

If each box has 44 erasers, 11 boxes have 44*11=484 erasers, but she has 485, so one extra, but the question is "in each box", so presumably 44.

Perhaps the problem is to find the average, which is 485/11 ≈ 44.09, but not suitable for Grade 5.

I recall that in some curricula, they teach division with remainder, but here the question doesn't ask for remainder.

Looking at the format, all other answers are integers, so likely Problem 2 is meant to be 484 or 495, but since it's 485, I'll use 44 as the answer, noting the discrepancy.

To be precise, let's state the answer as 44, with a note, but since the instruction is to provide final answer, and for consistency, I'll put 44.

Perhaps I miscalculated 11*44.

11*40=440, 11*4=44, total 440+44=484, yes.

485-484=1, so remainder 1.

But for the purpose of this exercise, I'll take the quotient as 44.

So for Problem 2, answer is 44.

Now, compiling all answers:

1. 10

2. 44

3. 12

4. 60

5. 90

But let's write them clearly.

Final Answer:
1. 10
2. 44
3. 12
4. 60
5. 90

For Problem 2, although there's a remainder, the number of erasers in each box when distributed equally is 44, with one left over, but since the question asks for "in each box", it's 44.

I think that's acceptable.

So, proceeding.