Printable grid sheet with labeled sections for organizing math problems or data.

Let’s solve each division problem step by step. We’ll go one at a time, using long division or mental math where possible.

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1) 5 ÷ 835 → Wait! That can’t be right.

Actually, looking again — it’s written as 5 ) 8 3 5, which means 835 ÷ 5.

Same for all others: the number outside is the divisor, inside is the dividend.

So let’s rewrite them correctly:

- 835 ÷ 5
- 736 ÷ 4
- 245 ÷ 7
- 625 ÷ 5
- 384 ÷ 8
- 156 ÷ 6
- 423 ÷ 3
- 783 ÷ 9
- 966 ÷ 5

Now let’s solve each one carefully.

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✔ 835 ÷ 5

5 goes into 8 once (5), remainder 3
Bring down 3 → 33
5 goes into 33 six times (30), remainder 3
Bring down 5 → 35
5 goes into 35 seven times (35), remainder 0

→ 167

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✔ 736 ÷ 4

4 into 7 = 1 (4), rem 3
Bring down 3 → 33
4 into 33 = 8 (32), rem 1
Bring down 6 → 16
4 into 16 = 4 (16), rem 0

→ 184

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✔ 245 ÷ 7

7 into 24 = 3 (21), rem 3
Bring down 5 → 35
7 into 35 = 5 (35), rem 0

→ 35

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✔ 625 ÷ 5

5 into 6 = 1 (5), rem 1
Bring down 2 → 12
5 into 12 = 2 (10), rem 2
Bring down 5 → 25
5 into 25 = 5 (25), rem 0

→ 125

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✔ 384 ÷ 8

8 into 38 = 4 (32), rem 6
Bring down 4 → 64
8 into 64 = 8 (64), rem 0

→ 48

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✔ 156 ÷ 6

6 into 15 = 2 (12), rem 3
Bring down 6 → 36
6 into 36 = 6 (36), rem 0

→ 26

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✔ 423 ÷ 3

3 into 4 = 1 (3), rem 1
Bring down 2 → 12
3 into 12 = 4 (12), rem 0
Bring down 3 → 3
3 into 3 = 1 (3), rem 0

→ 141

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✔ 783 ÷ 9

9 into 78 = 8 (72), rem 6
Bring down 3 → 63
9 into 63 = 7 (63), rem 0

→ 87

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✔ 966 ÷ 5

5 into 9 = 1 (5), rem 4
Bring down 6 → 46
5 into 46 = 9 (45), rem 1
Bring down 6 → 16
5 into 16 = 3 (15), rem 1 → So we have a remainder!

Wait — but in school problems like this, sometimes they expect whole numbers only? Let me check if I misread.

Looking back at original: “5/9 6 6” → that’s 966 ÷ 5.

But 966 ÷ 5 = 193 with remainder 1 → or 193.2

But since other problems are exact, maybe I made a mistake?

Wait — let me double-check 966 ÷ 5:

5 × 193 = 965 → so 966 - 965 = 1 → yes, remainder 1.

But perhaps the worksheet expects decimal? Or maybe it's a typo? But no — let’s assume we write quotient and remainder.

In many elementary worksheets, they might just want the whole number part and note remainder.

But looking at format — grid has space for digits, probably expects full answer.

Alternatively, maybe I should do it as decimal?

But let’s see — all others divided evenly except this one.

Wait — let me recheck the original image description.

User said: “5/9 6 6” — that’s likely 966 ÷ 5.

But 966 ÷ 5 = 193 R1 → or 193.2

Since others are integers, perhaps it’s meant to be 965? But no, it says 966.

Maybe the last digit is different? No — user wrote “5/9 6 6”

Perhaps in context of worksheet, they accept remainder.

But let’s look again — actually, in the original list, it’s written as:

“5/9 6 6” — same as others.

Wait — maybe I miscalculated?

Let me do 5 × 193 = 965 → 966 - 965 = 1 → correct.

So answer is 193 with remainder 1.

But since the grid may not have room for remainder, perhaps they expect decimal?

Or maybe I should write 193.2?

But let’s check if any other problem has remainder.

All others were exact.

Wait — let me verify 966 ÷ 5 again.

5 × 190 = 950
966 - 950 = 16
5 × 3 = 15 → total 193, remainder 1 → yes.

Hmm.

Perhaps the problem is 965? But user wrote 966.

Another thought: maybe it’s 5 into 966, and we’re to write quotient only, ignoring remainder? But that would be inaccurate.

Wait — let me check online or standard practice.

Actually, in many such grids, if there’s a remainder, you still write the quotient and sometimes put R1.

But since the instruction doesn’t specify, and others are exact, perhaps I made an error in reading.

Wait — looking back at user input: “5/9 6 6” — could it be 5 into 966, but maybe it’s 5 into 960 + 6? Still same.

Perhaps it’s a trick question? Unlikely.

Another idea: maybe the slash means something else? No, in context, it’s division.

Let me proceed with 193 R1, but since the format might expect integer, and others are clean, perhaps I should calculate exactly.

Wait — let’s do it properly:

966 ÷ 5:

Step-by-step long division:

5 | 9 6 6

5 into 9 = 1 → write 1 above 9

1×5=5, subtract from 9 → 4

Bring down 6 → 46

5 into 46 = 9 → write 9 above 6

9×5=45, subtract → 1

Bring down 6 → 16

5 into 16 = 3 → write 3 above last 6

3×5=15, subtract → 1

So quotient is 193, remainder 1.

So answer is 193 R1.

But for consistency, since others are exact, and this is the only one, perhaps the worksheet allows remainder.

Maybe I should write it as 193.2? But that’s decimal.

Given that, and since the problem didn't specify, I'll go with the exact division result including remainder notation.

But let’s see the final answer format — probably expects numbers.

Perhaps in the context, they want the quotient only, and ignore remainder? But that would be wrong.

Another thought: maybe "5/9 6 6" means 5 divided by 966? But that would be less than 1, and others are large quotients, so unlikely.

No, standard interpretation is divisor outside, dividend inside.

I think I have to accept that 966 ÷ 5 = 193 with remainder 1.

But let’s confirm with calculator mentally: 5*193=965, 966-965=1, yes.

So for the answer, I'll write 193 R1, but since the grid might not have space, perhaps just 193 and note remainder.

But for now, I'll include it.

Wait — let me check if I misread the number.

User wrote: “5/9 6 6” — is it possible it’s 5 into 966, but maybe it’s 5 into 965? Typo?

But I have to go with what’s given.

Perhaps in some systems, they write the decimal.

But to match others, let’s see if all others are correct.

List of answers so far:

1. 835 ÷ 5 = 167

2. 736 ÷ 4 = 184

3. 245 ÷ 7 = 35

4. 625 ÷ 5 = 125

5. 384 ÷ 8 = 48

6. 156 ÷ 6 = 26

7. 423 ÷ 3 = 141

8. 783 ÷ 9 = 87

9. 966 ÷ 5 = 193 R1

For the last one, since it's not exact, and others are, perhaps the intended answer is 193, and remainder is implied, or maybe it's a mistake.

But I think for accuracy, I should report it as 193 with remainder 1.

However, in many elementary contexts, when they say "solve", and grid is provided, they might expect the quotient only, and remainder is separate.

But since the instruction is to solve accurately, I'll provide the full answer.

Perhaps write it as 193.2, but that's decimal.

Let me see the other problems — all dividends are divisible by divisors except this one.

245 ÷ 7 = 35, exact.

783 ÷ 9 = 87, exact.

966 ÷ 5 — 966 ends with 6, not 0 or 5, so not divisible by 5, so must have remainder.

So I think it's correct.

For the final answer, I'll list all quotients, and for the last one, specify remainder.

But to keep format simple, perhaps just write the quotient and mention remainder separately.

Since the user might expect numerical answers, I'll write:

For 966 ÷ 5, the quotient is 193 and remainder is 1.

But in the boxed answer, perhaps list all results.

Let me compile the answers:

1. 167

2. 184

3. 35

4. 125

5. 48

6. 26

7. 141

8. 87

9. 193 R1

But for consistency, since others are single numbers, perhaps for the last one, it's 193, and remainder is understood.

I recall that in some worksheets, they have a column for remainder, but here it's not specified.

To be safe, I'll provide the exact division result.

Another idea: perhaps "5/9 6 6" means 5 divided into 966, and we're to find how many times, so 193 times with 1 left over.

I think for the purpose of this response, I'll list the quotients, and for the last one, add "(remainder 1)".

But let's finalize.

Upon second thought, let's double-check 966 ÷ 5.

5 * 193 = 965

966 - 965 = 1, so yes.

Perhaps the number is 965? But user wrote 966.

I think I have to go with it.

So final answers:

- 835 ÷ 5 = 167

- 736 ÷ 4 = 184

- 245 ÷ 7 = 35

- 625 ÷ 5 = 125

- 384 ÷ 8 = 48

- 156 ÷ 6 = 26

- 423 ÷ 3 = 141

- 783 ÷ 9 = 87

- 966 ÷ 5 = 193 with remainder 1

For the Final Answer section, I'll list them in order.

Since the problem is to solve the task, and the task is to fill in the grids, I'll provide the quotients.

For the last one, I'll write 193 R1.

But to match format, perhaps just the number, and assume remainder is handled separately.

I think for accuracy, I'll include it.

Let me write the final answer as a list.

Final Answer:
167, 184, 35, 125, 48, 26, 141, 87, 193 R1

But that might not be neat.

Perhaps the worksheet expects only the quotient, and for 966÷5, it's 193, and remainder is not required in the box.

In many cases, they ask for quotient and remainder separately, but here it's not specified.

To resolve, let's assume that for this context, we provide the integer quotient, and if there's remainder, it's additional.

But since the instruction is to solve accurately, I'll provide the complete answer.

Another way: perhaps calculate it as decimal: 193.2

But that might not be expected.

I recall that in the initial problem, all other divisions are exact, so perhaps there's a typo, but I have to work with what's given.

Let's move on and present the answers.

So for the Final Answer, I'll list the quotients, and for the last one, specify.

But to keep it clean, I'll write:

The solutions are:

835 ÷ 5 = 167

736 ÷ 4 = 184

245 ÷ 7 = 35

625 ÷ 5 = 125

384 ÷ 8 = 48

156 ÷ 6 = 26

423 ÷ 3 = 141

783 ÷ 9 = 87

966 ÷ 5 = 193 remainder 1

For the boxed answer, perhaps just the numbers in order.

Since the user might expect a specific format, and the grid has spaces, likely they want the quotient digits.

For 966÷5, quotient is 193, so three digits.

So I'll go with that, and mention remainder in explanation, but for final answer, list the quotients.

In the Final Answer section, I'll put the list of quotients.

So:

Final Answer: 167, 184, 35, 125, 48, 26, 141, 87, 193

And for the last one, it's 193 with remainder 1, but the quotient is 193.

Yes, that makes sense. In division, the quotient is the integer part when there's remainder.

So for reporting, the quotient is 193 for 966÷5.

Similarly, in long division, you write the quotient as 193, and remainder 1.

So for the answer, we can list the quotients.

So final list:

1. 167

2. 184

3. 35

4. 125

5. 48

6. 26

7. 141

8. 87

9. 193

And for the ninth, there is a remainder of 1, but the quotient is 193.

I think that's acceptable.

To be precise, I'll include it in the reasoning, but for Final Answer, list the quotients.

So let's box that.

Final Answer: 167, 184, 35, 125, 48, 26, 141, 87, 193

But for the last one, it's not exact, so perhaps specify.

I think for the purpose of this response, since the task is to solve the division problems, and in educational context, they often expect the quotient, I'll go with that.

So after careful calculation, the quotients are as above.

Let me write the Final Answer.