4th Grade Division Worksheet | Simple Division | Math Division|Answers - Free Printable

Let's solve the problem step by step based on the image you provided.

The image shows a concentric circle diagram with a central number:
1690

There are four quadrants, each divided into two regions:
- An inner green ring labeled with division operations (÷2, ÷10, ÷100, ÷1000)
- An outer yellow ring labeled with Q = or R =

We are to apply the operations in the inner ring to the central number (1690), and then determine what Q and R represent.

---

Step 1: Understand the structure

Each quadrant has:
- A division operation in the green ring
- A label Q = or R = in the yellow ring

We need to compute the result of dividing 1690 by the given divisor in each quadrant, and assign it to either Q or R accordingly.

Let’s go through each quadrant:

---

#### Top-right quadrant
- Operation: ÷ 100
- Label: Q =
- So:
$$
Q = 1690 ÷ 100 = 16.90
$$

> But wait — is this a whole number? Let's keep it as 16.9 for now.

But look at the other quadrants. The labels alternate between Q and R. Let's check all.

---

#### Top-left quadrant
- Operation: ÷ 2
- Label: R =
- So:
$$
R = 1690 ÷ 2 = 845
$$

---

#### Bottom-left quadrant
- Operation: ÷ 10
- Label: Q =
- So:
$$
Q = 1690 ÷ 10 = 169
$$

---

#### Bottom-right quadrant
- Operation: ÷ 1000
- Label: R =
- So:
$$
R = 1690 ÷ 1000 = 1.69
$$

---

Now let’s collect all values:

| Quadrant | Operation | Result | Label |
|----------------|-----------|------------|-------|
| Top-right | ÷100 | 16.90 | Q |
| Top-left | ÷2 | 845 | R |
| Bottom-left | ÷10 | 169 | Q |
| Bottom-right | ÷1000 | 1.69 | R |

So we have:
- Q = 16.9 (top-right) and Q = 169 (bottom-left)
- R = 845 (top-left) and R = 1.69 (bottom-right)

But that gives multiple values for Q and R — which suggests that perhaps Q and R are not just single values.

Wait — maybe Q stands for Quotient and R stands for Remainder?

But the operations are divisions, and they’re all exact divisions.

Let’s test if any of these divisions produce remainders.

- 1690 ÷ 2 = 845 → remainder 0
- 1690 ÷ 10 = 169 → remainder 0
- 1690 ÷ 100 = 16.9 → not integer
- 1690 ÷ 1000 = 1.69 → not integer

But the operations are divisions, not necessarily integer divisions.

Alternatively, maybe the Q and R refer to quotient and remainder only when dividing by 10, 100, 1000, etc., but here the operations are written as ÷ 2, ÷10, etc.

Wait — perhaps there's a pattern.

Let’s consider: 1690 is the starting number.

Maybe the task is to fill in the outer rings with the results of the operations.

But why are some labeled Q and others R?

Looking again at the image:

- Q appears in top-right and bottom-left
- R appears in top-left and bottom-right

Let’s suppose that:
- Q means quotient (when dividing by powers of 10)
- R means remainder

But 1690 ÷ 10 = 169 remainder 0 → so Q = 169, R = 0

But in the diagram, Q = is next to ÷10, so maybe Q is the quotient.

Similarly, R = might be the remainder.

But in the top-left, it's ÷2, and labeled R =, but 1690 ÷ 2 = 845, remainder 0.

But the operation is ÷2, not mod 2.

Wait — maybe the Q and R are not about quotient and remainder, but rather Q for quotient and R for result? That doesn't make sense.

Alternatively, perhaps Q stands for Quotient when dividing by 10, 100, 1000, and R for Result of division by 2?

But that seems arbitrary.

Wait — let’s look at the numbers.

Let’s compute:

1. 1690 ÷ 10 = 169 → Q = 169
2. 1690 ÷ 100 = 16.9 → Q = 16.9
3. 1690 ÷ 1000 = 1.69 → R = 1.69
4. 1690 ÷ 2 = 845 → R = 845

But still inconsistent.

Wait — maybe the Q and R are meant to be filled in with the results of the operations, and the letters are just placeholders.

But why use Q and R?

Another idea: Maybe Q stands for quotient and R for remainder when dividing by 10, 100, 1000, but the operation ÷2 is an exception.

But in the top-left, it's ÷2 and labeled R =, not Q.

Wait — perhaps the Q and R are not related to quotient/remainder, but are just labels for the results of those divisions.

But then why different labels?

Let’s think differently.

Maybe the red arrow indicates a direction — clockwise.

And the task is to perform the operations and write the results in the corresponding Q or R positions.

So let’s do that.

Starting from the top-right quadrant:

- Operation: ÷100
- Label: Q =
- So: 1690 ÷ 100 = 16.90 → so Q = 16.90

Next, top-left:
- Operation: ÷2
- Label: R =
- So: 1690 ÷ 2 = 845 → so R = 845

Next, bottom-left:
- Operation: ÷10
- Label: Q =
- So: 1690 ÷ 10 = 169 → so Q = 169

Next, bottom-right:
- Operation: ÷1000
- Label: R =
- So: 1690 ÷ 1000 = 1.69 → so R = 1.69

So now we can fill in:

- Top-right (Q): 16.90
- Top-left (R): 845
- Bottom-left (Q): 169
- Bottom-right (R): 1.69

But notice that both Q values are different: 16.9 and 169.

Similarly for R: 845 and 1.69.

So unless there's a pattern, this might be acceptable.

But perhaps the task is to simplify or round?

Wait — 1690 ÷ 100 = 16.90, but maybe they want it as 16.9 or 169/10?

But likely, the expected answers are:

- Q = 16.9 (for ÷100)
- R = 845 (for ÷2)
- Q = 169 (for ÷10)
- R = 1.69 (for ÷1000)

But let’s see if there’s a better interpretation.

Wait — perhaps Q stands for Quotient and R for Remainder when dividing by 10, 100, 1000, but the ÷2 is a distraction.

But no — the ÷2 is clearly shown.

Alternatively, maybe the Q and R are not quotient and remainder, but just labels for the results of the operations.

Then the solution is simply:

Fill in the blanks:

- Top-right (Q): 1690 ÷ 100 = 16.9
- Top-left (R): 1690 ÷ 2 = 845
- Bottom-left (Q): 1690 ÷ 10 = 169
- Bottom-right (R): 1690 ÷ 1000 = 1.69

So final answer:

- Q = 16.9 (top-right)
- R = 845 (top-left)
- Q = 169 (bottom-left)
- R = 1.69 (bottom-right)

But since the problem says "solve the problem", perhaps it wants us to fill in the missing values.

So the completed diagram would have:

- Top-right: Q = 16.9
- Top-left: R = 845
- Bottom-left: Q = 169
- Bottom-right: R = 1.69

Alternatively, maybe the Q and R are meant to be same values, but that doesn’t make sense.

Wait — another possibility: Q might stand for Quotient and R for Result, but in decimal form.

But still, the values are different.

Perhaps the task is to recognize that:

- When dividing by 10, 100, 1000, the quotient is the number with decimal point moved left.
- For ÷2, it's just division.

But the labeling is confusing.

Wait — let’s look at the source: math-only-math.com — often teaches place value.

Ah! Here's a key insight.

In place value, when you divide by 10, 100, 1000, you move the decimal point.

For example:
- 1690 ÷ 10 = 169.0 → 169
- 1690 ÷ 100 = 16.90 → 16.9
- 1690 ÷ 1000 = 1.690 → 1.69

And 1690 ÷ 2 = 845

But why are some labeled Q and others R?

Wait — perhaps Q stands for Quotient and R for Remainder — but only when dividing by 10, 100, 1000, but in those cases, the remainder is zero.

But in the diagram, Q is used for ÷100 and ÷10, which are powers of 10, and R is used for ÷2 and ÷1000.

But ÷1000 is also a power of 10.

So that doesn't help.

Wait — look at the positions:

- Q is in top-right and bottom-left → both involve ÷100 and ÷10
- R is in top-left and bottom-right → ÷2 and ÷1000

No clear pattern.

Another idea: perhaps Q stands for Quotient when dividing by powers of 10, and R stands for Result of other divisions.

But ÷1000 is a power of 10.

Wait — maybe the Q and R are not meaningful — they are just placeholders to fill in the results.

So the solution is simply to compute:

- Q = 1690 ÷ 100 = 16.9
- R = 1690 ÷ 2 = 845
- Q = 1690 ÷ 10 = 169
- R = 1690 ÷ 1000 = 1.69

So the completed diagram is:

```
Top-right: Q = 16.9
Top-left: R = 845
Bottom-left: Q = 169
Bottom-right: R = 1.69
```

But perhaps the task is to write the results.

Alternatively, maybe the Q and R are meant to be the same for both Q positions and both R positions — but that can't be.

Unless it's a typo.

Wait — perhaps Q means quotient and R means remainder for division by 10, 100, 1000, but then:

- 1690 ÷ 10 = 169 remainder 0 → Q = 169, R = 0
- 1690 ÷ 100 = 16 remainder 90 → Q = 16, R = 90
- 1690 ÷ 1000 = 1 remainder 690 → Q = 1, R = 690

But in the diagram, the operations are ÷100, ÷10, ÷1000, and ÷2, and the labels are:

- ÷100 → Q =
- ÷2 → R =
- ÷10 → Q =
- ÷1000 → R =

So if we assume that Q is quotient and R is remainder, then:

- For ÷100: 1690 ÷ 100 = 16 remainder 90 → so Q = 16, R = 90?
But the label is Q = for ÷100, so maybe Q = 16

But then for ÷10: 1690 ÷ 10 = 169 remainder 0 → Q = 169

For ÷1000: 1690 ÷ 1000 = 1 remainder 690 → R = 690

For ÷2: 1690 ÷ 2 = 845 remainder 0 → R = 0

But then the labels don't match.

Wait — let's try:

- Top-right: ÷100 → Q = ? → quotient = 16
- Top-left: ÷2 → R = ? → remainder = 0
- Bottom-left: ÷10 → Q = ? → quotient = 169
- Bottom-right: ÷1000 → R = ? → remainder = 690

But then:
- Q = 16 and Q = 169 — two different values
- R = 0 and R = 690 — two different values

Still not consistent.

But perhaps the task is to fill in the quotient for the divisions by 10, 100, 1000, and the remainder for the others.

But the ÷2 is not a power of 10.

Alternatively, maybe the Q and R are just placeholders, and we need to compute the results.

Given the context of the website (math-only-math.com), this is likely a place value exercise.

So the intended solution is probably:

- 1690 ÷ 100 = 16.9 → so Q = 16.9
- 1690 ÷ 2 = 845 → so R = 845
- 1690 ÷ 10 = 169 → so Q = 169
- 1690 ÷ 1000 = 1.69 → so R = 1.69

Therefore, the completed values are:

- Top-right (Q): 16.9
- Top-left (R): 845
- Bottom-left (Q): 169
- Bottom-right (R): 1.69

So the final answer is to fill in:

- Q = 16.9
- R = 845
- Q = 169
- R = 1.69

But since the problem asks to "solve the problem", and it's likely a worksheet, the answer is to compute the results of the divisions and fill in the blanks.

✔ Final Answer:

- Top-right (Q): \( 1690 \div 100 = 16.9 \)
- Top-left (R): \( 1690 \div 2 = 845 \)
- Bottom-left (Q): \( 1690 \div 10 = 169 \)
- Bottom-right (R): \( 1690 \div 1000 = 1.69 \)

So the completed diagram has:

- Q = 16.9
- R = 845
- Q = 169
- R = 1.69

This is the solution.