Grade 5 Division Worksheet 3: Solve the equation by dividing numbers.

Let’s solve each division problem step by step. We’ll do them one at a time, carefully checking our work.

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1. 489 ÷ 11

How many times does 11 go into 48? → 4 times (because 11 × 4 = 44)
Subtract: 48 - 44 = 4
Bring down the 9 → now we have 49
How many times does 11 go into 49? → 4 times (11 × 4 = 44)
Subtract: 49 - 44 = 5
So, 44 remainder 5

But let’s write it as a mixed number or decimal if needed — but since this is Grade 5, they may want quotient and remainder.

Actually, looking at the problems, some will divide evenly, others won’t. Let’s just compute exact answers with remainders unless specified otherwise.

Wait — actually, in long division worksheets like this, sometimes they expect full division including decimals or just whole numbers with remainders. But since no instruction says “with remainder” or “to decimal”, and these are Grade 5, I’ll assume they want the full answer — possibly with decimal if it doesn’t divide evenly.

But let me check: For example, problem 6: 4238 ÷ 10 — that’s easy, ends in .8

Actually, let’s do all of them properly using long division and give the exact result — either whole number or decimal.

I’ll calculate each one precisely.

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1. 489 ÷ 11

11 × 44 = 484 → 489 - 484 = 5 → so 44 + 5/11 ≈ 44.4545...
But maybe they want it as a mixed number? Or just the quotient and remainder?

Looking at the worksheet title: “Dividing numbers” — and it’s Grade 5 Division Worksheet 3 — likely expects long division with possible remainders or decimals.

To be safe, I’ll compute the exact decimal value for each, rounded to two decimal places if needed, but actually, let’s do exact fractions or terminating decimals where possible.

Alternatively, perhaps the worksheet expects the answer written as “quotient R remainder”.

But since the user didn’t specify, and to match typical Grade 5 expectations, I’ll provide the full division result — meaning, if it divides evenly, give the whole number; if not, give the decimal up to two places or as a fraction.

Wait — let me look at problem 6: 4238 ÷ 10 — that’s 423.8 exactly.

Problem 15: 5870 ÷ 20 = 293.5

So probably, they expect decimal answers when necessary.

I’ll compute each one accurately.

Let’s start:

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1. 489 ÷ 11

11 × 44 = 484 → remainder 5 → so 44 and 5/11 → as decimal: 5 ÷ 11 = 0.4545... → so approximately 44.45

But let’s keep it precise: 489 ÷ 11 = 44.4545... → but maybe we should leave as fraction? No, Grade 5 usually does decimals.

Actually, let me do proper long division for each.

I’ll list all answers with correct calculation.

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Let me solve each one systematically:

1. 489 ÷ 11

11 into 48 → 4, 4×11=44, subtract → 4
Bring down 9 → 49
11 into 49 → 4, 4×11=44, subtract → 5
So quotient 44, remainder 5 → or 44.4545...

But since other problems have clean decimals, perhaps we should express as decimal.

Actually, let's see what makes sense. Problem 2: 813 ÷ 6

6 × 135 = 810 → remainder 3 → 135.5

Yes, so decimals are expected.

So I'll compute each as decimal, rounding to two decimal places if repeating, but actually, let's do exact values.

Better yet — I’ll calculate each exactly.

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Let me make a table:

1. 489 ÷ 11 = ?

Do division:

11 ) 489.000

11 × 44 = 484 → subtract → 5.0
11 into 50 → 4 (44) → subtract → 6.0
11 into 60 → 5 (55) → subtract → 5.0 → repeats

So 44.4545... → but for school, maybe round to two decimals: 44.45

But let's check if any problem has exact decimal.

Actually, I think for accuracy, I should give the exact fractional form or precise decimal.

Since this is homework help, I’ll give the exact answer — either whole number or simplified fraction or terminating decimal.

Let’s proceed:

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1. 489 ÷ 11

As above: 44 with remainder 5 → so 44 5/11 or 489/11

But perhaps better to write as decimal: 44.45 (rounded)

Wait — let's use calculator-style precision but manually.

I recall that 11 × 44.4545... = 489

But for student, maybe they want the long division result with remainder.

Looking back at the worksheet, it says "Solve the equation." — and it's presented as long division format.

In many such worksheets, they expect the quotient and remainder written out.

For example, for 489 ÷ 11, answer might be "44 R5"

Similarly, 813 ÷ 6 = 135 R3

Let me verify with problem 6: 4238 ÷ 10 = 423.8 — which is exact decimal.

Problem 15: 5870 ÷ 20 = 293.5

So some are decimals, some are whole numbers with remainder.

To be consistent, I'll provide the answer as a decimal if it terminates, otherwise as mixed number or with remainder.

But for simplicity and since it's Grade 5, I'll give the decimal answer rounded to two decimal places where necessary, but actually, let's do exact values.

I think the best approach is to perform the division and give the exact result — for non-terminating, show the repeating part or round appropriately.

But to avoid confusion, I'll calculate each one and give the precise answer as per standard math rules.

Let me list them:

1. 489 ÷ 11 = 44.4545... → but let's say 44.45 (if rounding) — but better to keep as fraction? No.

Perhaps the worksheet expects the full long division answer including how many times it goes and the remainder.

I found a better way: in such worksheets, often the answer is written as the quotient, and if there's a remainder, it's noted.

But since the user didn't specify, and to match the format, I'll provide the numerical answer as a decimal for consistency.

Let's do it:

1. 489 ÷ 11 = 44.4545... → but for practical purposes, 44.45

However, let's calculate exactly:

489 / 11 = 44 5/11

But I think for this context, decimal is fine.

I recall that in Grade 5, they learn to divide and get decimals.

Let me solve each one with long division mentally.

Start over:

1. 489 ÷ 11

11 * 44 = 484, difference 5, so 44 + 5/11 = 44.4545... → let's write as 44.45 (rounded to two decimals)

But to be accurate, I'll keep more digits or use fraction.

Perhaps the intended answer is the quotient and remainder.

Let me look at problem 3: 492 ÷ 12

12 * 41 = 492, so exactly 41.

Problem 4: 689 ÷ 9

9*76 = 684, remainder 5, so 76.555... or 76 R5

This is messy.

Another idea: perhaps the worksheet is designed so that most divide evenly or have simple decimals.

Let's calculate each one properly.

I'll do it step by step for each.

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1. 489 ÷ 11

Long division:

11 into 48 -> 4, 4*11=44, subtract from 48 -> 4

Bring down 9 -> 49

11 into 49 -> 4, 4*11=44, subtract -> 5

So quotient 44, remainder 5. So answer is 44 R5 or 44 5/11

But for the sake of this, I'll write the decimal: 44.45 (since 5/11≈0.4545)

But let's move on and see pattern.

2. 813 ÷ 6

6 into 8 -> 1, 1*6=6, subtract -> 2

Bring down 1 -> 21

6 into 21 -> 3, 3*6=18, subtract -> 3

Bring down 3 -> 33

6 into 33 -> 5, 5*6=30, subtract -> 3

So quotient 135, remainder 3 -> 135.5 because 3/6=0.5

So 135.5

3. 492 ÷ 12

12 into 49 -> 4, 4*12=48, subtract -> 1

Bring down 2 -> 12

12 into 12 -> 1, 1*12=12, subtract -> 0

So 41 exactly.

4. 689 ÷ 9

9 into 68 -> 7, 7*9=63, subtract -> 5

Bring down 9 -> 59

9 into 59 -> 6, 6*9=54, subtract -> 5

So quotient 76, remainder 5 -> 76.555... or 76 5/9

Decimal: 76.56 (rounded)

5. 4813 ÷ 5

5 into 48 -> 9, 9*5=45, subtract -> 3

Bring down 1 -> 31

5 into 31 -> 6, 6*5=30, subtract -> 1

Bring down 3 -> 13

5 into 13 -> 2, 2*5=10, subtract -> 3

So quotient 962, remainder 3 -> 962.6 because 3/5=0.6

So 962.6

6. 4238 ÷ 10

Dividing by 10: move decimal point left one place -> 423.8

Exactly.

7. 3036 ÷ 12

12 into 30 -> 2, 2*12=24, subtract -> 6

Bring down 3 -> 63

12 into 63 -> 5, 5*12=60, subtract -> 3

Bring down 6 -> 36

12 into 36 -> 3, 3*12=36, subtract -> 0

So 253 exactly.

8. 9270 ÷ 12

12 into 92 -> 7, 7*12=84, subtract -> 8

Bring down 7 -> 87

12 into 87 -> 7, 7*12=84, subtract -> 3

Bring down 0 -> 30

12 into 30 -> 2, 2*12=24, subtract -> 6

Bring down 0 -> 60 (assuming we add decimal)

12 into 60 -> 5, 5*12=60, subtract -> 0

So 772.5

Let me verify: 12 * 772.5 = 12*772 = 9264, plus 12*0.5=6, total 9270. Yes.

9. 1529 ÷ 11

11 into 15 -> 1, 1*11=11, subtract -> 4

Bring down 2 -> 42

11 into 42 -> 3, 3*11=33, subtract -> 9

Bring down 9 -> 99

11 into 99 -> 9, 9*11=99, subtract -> 0

So 139 exactly.

10. 618 ÷ 8

8 into 61 -> 7, 7*8=56, subtract -> 5

Bring down 8 -> 58

8 into 58 -> 7, 7*8=56, subtract -> 2

So quotient 77, remainder 2 -> 77.25 because 2/8=0.25

So 77.25

11. 745 ÷ 8

8 into 74 -> 9, 9*8=72, subtract -> 2

Bring down 5 -> 25

8 into 25 -> 3, 3*8=24, subtract -> 1

So quotient 93, remainder 1 -> 93.125 because 1/8=0.125

So 93.125

12. 4730 ÷ 8

8 into 47 -> 5, 5*8=40, subtract -> 7

Bring down 3 -> 73

8 into 73 -> 9, 9*8=72, subtract -> 1

Bring down 0 -> 10

8 into 10 -> 1, 1*8=8, subtract -> 2

Add decimal, bring down 0 -> 20

8 into 20 -> 2, 2*8=16, subtract -> 4

Bring down 0 -> 40

8 into 40 -> 5, 5*8=40, subtract -> 0

So 591.25

Verify: 8*591 = 4728, plus 8*0.25=2, total 4730. Yes.

13. 1980 ÷ 8

8 into 19 -> 2, 2*8=16, subtract -> 3

Bring down 8 -> 38

8 into 38 -> 4, 4*8=32, subtract -> 6

Bring down 0 -> 60

8 into 60 -> 7, 7*8=56, subtract -> 4

Add decimal, bring down 0 -> 40

8 into 40 -> 5, 5*8=40, subtract -> 0

So 247.5

14. 505 ÷ 8

8 into 50 -> 6, 6*8=48, subtract -> 2

Bring down 5 -> 25

8 into 25 -> 3, 3*8=24, subtract -> 1

So quotient 63, remainder 1 -> 63.125

15. 5870 ÷ 20

20 into 58 -> 2, 2*20=40, subtract -> 18

Bring down 7 -> 187

20 into 187 -> 9, 9*20=180, subtract -> 7

Bring down 0 -> 70

20 into 70 -> 3, 3*20=60, subtract -> 10

Add decimal, bring down 0 -> 100

20 into 100 -> 5, 5*20=100, subtract -> 0

So 293.5

Now, to summarize all answers:

1. 489 ÷ 11 = 44.4545... → but for consistency, since others have exact decimals, I'll use the exact value. However, 5/11 is repeating, so perhaps write as 44.45 or keep as fraction.

But in the context, I think for the final answer, I'll list the decimal representation as calculated.

Since the worksheet likely expects the result of the division, I'll provide the numerical answer for each.

Let me list them with their exact decimal or whole number:

1. 44.4545... → but to two decimals: 44.45

But to be precise, let's use the exact fraction or the decimal as per calculation.

I think for this purpose, I'll provide the answer as a decimal rounded to two decimal places where necessary, but for those that terminate, use exact.

From above:

1. 44.45 (since 5/11 ≈ 0.4545, rounds to 0.45)

But 0.4545 rounded to two decimals is 0.45, yes.

2. 135.5

3. 41

4. 76.56 (5/9 ≈ 0.555..., rounds to 0.56)

5. 962.6

6. 423.8

7. 253

8. 772.5

9. 139

10. 77.25

11. 93.125

12. 591.25

13. 247.5

14. 63.125

15. 293.5

For problem 1 and 4, they are repeating decimals, so perhaps the worksheet expects the remainder form.

Given that, and to match common practice, I'll provide the answer as "quotient remainder" for those that don't divide evenly, but for consistency with the decimal ones, I'll use decimals.

I recall that in some curricula, they teach to write the answer as a mixed number or decimal.

To resolve this, let's assume that for this worksheet, the expected answer is the result of the division, and since some are decimals, we'll use decimals.

For problem 1: 489 ÷ 11 = 44.4545... but in many contexts, they might leave it as 44 R5.

But looking at problem 11: 745 ÷ 8 = 93.125, which is exact, so decimals are accepted.

For repeating decimals, perhaps they expect the fraction or the decimal with bar, but for Grade 5, likely rounded.

I think for the sake of this response, I'll provide the exact decimal value as calculated, and for repeating, I'll use the rounded version to two decimal places.

So:

1. 44.45

2. 135.5

3. 41

4. 76.56

5. 962.6

6. 423.8

7. 253

8. 772.5

9. 139

10. 77.25

11. 93.125

12. 591.25

13. 247.5

14. 63.125

15. 293.5

But let's double-check problem 4: 689 ÷ 9

9*76 = 684, 689-684=5, so 76 + 5/9 = 76.555... which rounds to 76.56 if to two decimals.

Similarly, problem 1: 44.4545... rounds to 44.45.

Some teachers might prefer the remainder, but since the user didn't specify, and to have a uniform format, I'll go with decimals.

Perhaps the worksheet has answers in the back as decimals.

I think it's fine.

So final answers:

1. 44.45

2. 135.5

3. 41

4. 76.56

5. 962.6

6. 423.8

7. 253

8. 772.5

9. 139

10. 77.25

11. 93.125

12. 591.25

13. 247.5

14. 63.125

15. 293.5

But for problem 11 and 14, 93.125 and 63.125 are exact, so no rounding needed.

Similarly, others are exact except 1 and 4.

For problem 1, 489/11 = 44.454545... so if we write 44.45, it's approximate.

To be accurate, perhaps I should write the exact value.

Since this is for a student, and to avoid confusion, I'll provide the answer as the quotient and remainder for those that don't divide evenly, but for consistency, let's see the majority.

Notice that problems 2,5,6,8,10,11,12,13,14,15 have terminating decimals or whole numbers, while 1 and 4 have repeating.

But in Grade 5, they might not have learned repeating decimals yet, so perhaps the worksheet intends for students to write the remainder.

Let me check online or recall: in many Grade 5 division worksheets, they ask for "quotient and remainder".

For example, "489 ÷ 11 = ? R ?"

In that case, for 1: 44 R5

2: 135 R3

3: 41 R0 or just 41

4: 76 R5

5: 962 R3

6: 423 R8? No, 4238 ÷ 10 = 423.8, which is 423 and 8/10, but usually for divisor 10, they might expect decimal.

This is ambiguous.

Perhaps for this response, I'll provide both, but the user asked for the final answer.

Another idea: in the long division format shown, the answer is typically written above the dividend, and the remainder is at the bottom.

But for the purpose of this text-based response, I'll list the numerical result as a decimal for all, as it's commonly done.

I think I'm overcomplicating.

Let me look at the first few:

Problem 3: 492 ÷ 12 = 41 — exact.

Problem 6: 4238 ÷ 10 = 423.8 — exact decimal.

Problem 9: 1529 ÷ 11 = 139 — exact.

So for those that don't divide evenly, like 1,2,4, etc., they have remainders or decimals.

In problem 2: 813 ÷ 6 = 135.5, which is exact.

Problem 4: 689 ÷ 9 = 76.555... not exact.

But 5/9 is 0.555..., so perhaps write as 76.56.

I think for the final answer, I'll use the following:

For each problem, the answer is:

1. 44.45 (approximately)

But to be precise, let's calculate the exact value and present it as is.

Perhaps the best way is to provide the answer as a fraction or mixed number, but that might not be what is expected.

I recall that in some systems, they write the answer as "44 r 5" for remainder.

Given that, and to match the long division format, I'll provide the quotient and remainder for each.

Let's do that.

For each division, the answer is quotient and remainder.

So:

1. 489 ÷ 11 = 44 R5 (since 11*44=484, 489-484=5)

2. 813 ÷ 6 = 135 R3 (6*135=810, 813-810=3)

3. 492 ÷ 12 = 41 R0 or 41

4. 689 ÷ 9 = 76 R5 (9*76=684, 689-684=5)

5. 4813 ÷ 5 = 962 R3 (5*962=4810, 4813-4810=3)

6. 4238 ÷ 10 = 423 R8? But 10*423=4230, 4238-4230=8, so 423 R8, but usually for divisor 10, they might expect 423.8, but in remainder form, it's 423 R8.

However, 8/10 = 0.8, so it's the same.

In many worksheets, for divisor 10, they accept 423.8.

To be consistent, I'll use the remainder form for all.

So for 6: 423 R8

But that seems odd because 8 is larger than half of 10, but mathematically correct.

Usually, remainder is less than divisor, which it is.

For 8: 9270 ÷ 12

Earlier I had 772.5, which is 772 R6, because 12*772 = 9264, 9270-9264=6, so 772 R6

Then 6/12=0.5, so same as 772.5.

Similarly, for 10: 618 ÷ 8 = 77 R2, since 8*77=616, 618-616=2

And 2/8=0.25, so 77.25.

So perhaps for the answer, I can provide the quotient and remainder.

For the final answer section, I'll list for each problem the quotient and remainder.

So:

1. 44 R5

2. 135 R3

3. 41 R0 or 41

4. 76 R5

5. 962 R3

6. 423 R8

7. 253 R0 or 253

8. 772 R6

9. 139 R0 or 139

10. 77 R2

11. 93 R1

12. 591 R2? Let's calculate: 8*591 = 4728, 4730-4728=2, so 591 R2

But earlier I said 591.25, which is 591 + 2/8 = 591 + 1/4 = 591.25, so remainder 2.

13. 1980 ÷ 8 = 247 R4? 8*247 = 1976, 1980-1976=4, so 247 R4, and 4/8=0.5, so 247.5

14. 505 ÷ 8 = 63 R1, as 8*63=504, 505-504=1

15. 5870 ÷ 20 = 293 R10? 20*293 = 5860, 5870-5860=10, so 293 R10, and 10/20=0.5, so 293.5

So in remainder form:

1. 44 R5

2. 135 R3

3. 41

4. 76 R5

5. 962 R3

6. 423 R8

7. 253

8. 772 R6

9. 139

10. 77 R2

11. 93 R1

12. 591 R2

13. 247 R4

14. 63 R1

15. 293 R10

For problems with remainder 0, I'll just write the number.

This seems consistent with long division output.

For the final answer, I'll list them as such.

So the answers are:

1. 44 R5

2. 135 R3

3. 41

4. 76 R5

5. 962 R3

6. 423 R8

7. 253

8. 772 R6

9. 139

10. 77 R2

11. 93 R1

12. 591 R2

13. 247 R4

14. 63 R1

15. 293 R10

I think this is appropriate for a Grade 5 division worksheet.

So I'll go with that.

Final Answer:
1. 44 R5
2. 135 R3
3. 41
4. 76 R5
5. 962 R3
6. 423 R8
7. 253
8. 772 R6
9. 139
10. 77 R2
11. 93 R1
12. 591 R2
13. 247 R4
14. 63 R1
15. 293 R10