Dividing 2-digit by 1-digit Numbers Worksheets - Free Printable

Let’s solve each division problem step by step. We’ll divide the 3-digit number (dividend) by the 2-digit number (divisor) and find the quotient.

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1. 851 ÷ 48

How many times does 48 go into 85?
→ 48 × 1 = 48
→ 48 × 2 = 96 → too big
So, 1 time. Write 1 above the 5 in 851.

Multiply: 48 × 1 = 48
Subtract from 85: 85 - 48 = 37
Bring down the 1 → now we have 371

How many times does 48 go into 371?
Try 48 × 7 = 336
48 × 8 = 384 → too big
So, 7 times. Write 7 next to the 1 → quotient is 17 so far.

Multiply: 48 × 7 = 336
Subtract: 371 - 336 = 35 → remainder

✔ Quotient: 17, Remainder: 35
But since the worksheet says “calculate each quotient”, and doesn’t mention remainders, we’ll just write the whole number part unless it divides evenly.

Wait — let’s check if any of these divide evenly. Maybe I should do exact division or see if they want decimal? But looking at the format, it’s long division with no decimal point shown — likely expecting integer quotient and possibly remainder, but the instruction says “quotient” which usually means the result of division, including decimals if needed.

Actually, let me re-read: “Calculate each quotient.” In elementary math, sometimes “quotient” means the whole number part when there’s a remainder. But to be safe, let’s compute exactly.

Alternatively, maybe all these are meant to be done as whole number division with remainder implied? Let’s look at one that might divide evenly.

Check 872 ÷ 72 later — perhaps some are clean.

Actually, let’s do them all carefully and report the full quotient (including decimal if needed), but since this is grade school level, probably they expect the whole number quotient and ignore remainder? Or maybe not.

Looking at the problems again — for example, 208 ÷ 17:

17 × 12 = 204 → 208 - 204 = 4 → quotient 12 R4

But let’s follow standard long division and give the exact value.

However, in most such worksheets, if it doesn't specify, they may expect the answer as "quotient and remainder" or just the integer part. But the word “quotient” technically includes the fractional part.

To avoid confusion, I will calculate each as a decimal rounded to two places if necessary, but actually — let's see what makes sense.

Wait — let me try solving one that might be exact.

Try 872 ÷ 72:

72 × 12 = 864
872 - 864 = 8 → so 12 + 8/72 = 12.111...

Not nice.

What about 124 ÷ 45?

45 × 2 = 90
124 - 90 = 34 → 2.755...

Hmm.

Perhaps the worksheet expects only the integer quotient (ignoring remainder). That’s common in early grades.

Let me check online or recall — in “3-digit by 2-digit division” worksheets like this, often they want the full long division with remainder, but since the answer space isn’t shown, and it says “quotient”, I think we should provide the exact decimal or fraction? No, better to assume they want the integer quotient and note remainder separately? But the instruction doesn’t say.

Actually, looking at the title: “Calculate each quotient.” And in math, quotient can mean the result of division, which could be a decimal.

But to match typical classroom practice for this level, I’ll compute the integer quotient (how many whole times the divisor fits) and also show the remainder, but since the final answer needs to be boxed, perhaps list all quotients as integers with remainders noted? But the format asks for “final answer” — probably a list.

I think safest is to compute each division and give the exact value as a mixed number or decimal, but that might be overkill.

Alternative approach: Let’s do long division properly for each and record the quotient as a whole number if it divides evenly, otherwise as decimal to two places? But none seem to divide evenly.

Wait — let’s test 835 ÷ 64:

64 × 13 = 832 → 835 - 832 = 3 → so 13.046875

Still messy.

Perhaps the worksheet intends for students to find how many times it goes and stop at whole number, writing remainder aside. But since the user didn’t specify, and to be accurate, I’ll calculate the precise quotient for each.

But let’s proceed step by step for each problem and write the quotient as a decimal rounded to two decimal places, as that’s practical.

Actually, I recall that in some curricula, “quotient” in such contexts means the integer part, and remainder is separate. Given that, and to keep it simple for a student, I’ll provide the integer quotient and mention the remainder in parentheses, but for the final answer, since it says “quotient”, I’ll list the integer part.

Let me decide: I'll compute each division and give the exact quotient as a decimal to two places, because that’s what “quotient” means in modern terms.

But let’s start calculating:

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Problem 1: 851 ÷ 48

48 × 17 = 816
851 - 816 = 35
So 17 + 35/48 ≈ 17.729 → 17.73 (rounded)

But let's do proper long division:

17.729...
48|851.000
-48
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371
-336 (48×7)
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350
-336 (48×7)
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140
- 96 (48×2)
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44 → so approximately 17.73

For simplicity, since it's a worksheet, perhaps they expect 17 R35, but I think for consistency, I'll use decimal.

Actually, let's look for an easier way — maybe calculate all using calculator-style, but since I'm simulating, I'll do it manually.

I think I made a mistake in strategy. Let me instead solve each one fully and box the answers as per standard expectation.

Upon second thought, in the context of this worksheet from Math-Drills.com, which is for practicing long division, the expected answer is likely the quotient with remainder, but since the problem says "calculate each quotient", and in many cases, quotient refers to the entire result, I will provide the decimal approximation to two decimal places for accuracy.

But to be true to the task, let's do exact fractions or decimals.

Final decision: I will compute each division and give the quotient as a decimal rounded to two decimal places.

Let's begin:

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1. 851 ÷ 48

48 × 17 = 816
851 - 816 = 35
35 / 48 = 0.729166...
So 17.729 → 17.73

2. 827 ÷ 26

26 × 31 = 806
827 - 806 = 21
21 / 26 ≈ 0.8077 → 31.81

3. 208 ÷ 17

17 × 12 = 204
208 - 204 = 4
4 / 17 ≈ 0.235 → 12.24

4. 427 ÷ 25

25 × 17 = 425
427 - 425 = 2
2 / 25 = 0.08 → 17.08

5. 835 ÷ 64

64 × 13 = 832
835 - 832 = 3
3 / 64 = 0.046875 → 13.05

6. 626 ÷ 55

55 × 11 = 605
626 - 605 = 21
21 / 55 ≈ 0.3818 → 11.38

7. 683 ÷ 54

54 × 12 = 648
683 - 648 = 35
35 / 54 ≈ 0.648 → 12.65

8. 872 ÷ 72

72 × 12 = 864
872 - 864 = 8
8 / 72 ≈ 0.111 → 12.11

9. 124 ÷ 45

45 × 2 = 90
124 - 90 = 34
34 / 45 ≈ 0.755 → 2.76

Now, to verify, let's double-check one: 427 ÷ 25.

25 × 17 = 425, yes, 427 - 425 = 2, so 17 + 2/25 = 17.08, correct.

Another: 208 ÷ 17.

17 × 12 = 204, 208 - 204 = 4, 4/17 ≈ 0.235, so 12.235 → rounded to 12.24, ok.

All seem reasonable.

So the quotients are:

1. 17.73
2. 31.81
3. 12.24
4. 17.08
5. 13.05
6. 11.38
7. 12.65
8. 12.11
9. 2.76

But wait — in some educational contexts, they might expect the answer as "quotient and remainder", like "17 R35" for the first one. However, the problem specifically says "calculate each quotient", and in mathematics, the quotient is the result of the division, which can be a decimal.

Given that, and to provide accurate answers, I'll go with the decimal values.

But let's confirm with another method — perhaps the worksheet expects integer quotient only. For example, in long division without decimals, you stop at the whole number.

In that case, for 851 ÷ 48, quotient is 17, remainder 35.

Similarly, 827 ÷ 26: 26*31=806, remainder 21, so quotient 31.

This might be what is intended, especially since it's labeled "Division (A)" and likely for beginners.

Moreover, in the image, there's no provision for decimal points in the division setup — it's set up as traditional long division with no decimal added.

Therefore, I think the expected answer is the integer quotient (the whole number part before the remainder).

So let's redo with that understanding:

For each, find how many whole times the divisor fits into the dividend.

1. 851 ÷ 48 → 48*17=816 ≤ 851, 48*18=864 > 851 → quotient = 17

2. 827 ÷ 26 → 26*31=806 ≤ 827, 26*32=832 > 827 → quotient = 31

3. 208 ÷ 17 → 17*12=204 ≤ 208, 17*13=221 > 208 → quotient = 12

4. 427 ÷ 25 → 25*17=425 ≤ 427, 25*18=450 > 427 → quotient = 17

5. 835 ÷ 64 → 64*13=832 ≤ 835, 64*14=896 > 835 → quotient = 13

6. 626 ÷ 55 → 55*11=605 ≤ 626, 55*12=660 > 626 → quotient = 11

7. 683 ÷ 54 → 54*12=648 ≤ 683, 54*13=702 > 683 → quotient = 12

8. 872 ÷ 72 → 72*12=864 ≤ 872, 72*13=936 > 872 → quotient = 12

9. 124 ÷ 45 → 45*2=90 ≤ 124, 45*3=135 > 124 → quotient = 2

This makes more sense for a basic division worksheet. The quotients are whole numbers, and remainders are implied but not asked for.

Also, checking online or standard practice, in such drills, "quotient" often refers to the integer part when doing long division without decimals.

Therefore, I will go with these integer quotients.

Final Answer:

17, 31, 12, 17, 13, 11, 12, 12, 2

Listed in order as per the worksheet:

First row: 851÷48=17, 827÷26=31, 208÷17=12

Second row: 427÷25=17, 835÷64=13, 626÷55=11

Third row: 683÷54=12, 872÷72=12, 124÷45=2

Yes.

So the final answer is the list of these quotients.