[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-357345-105":59,"doc-detail-357345-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","division-word-problems-part-a-remainder-basics","Division Word Problems - Part A - Remainder Basics","","Division Word Problems practice sheets guiding students to solve remainders by dividing quantities into equal groups. Part A focuses on basic remainder situations from 1–6, asking for quotients, remainders, full groups, and leftovers. Part B adds decisions about what to do with remainders when planning buses, packs, boxes, batches, tables, and students. Part C requires a one-sentence explanation of what the remainder represents. A multi-step challenge problem completes the set with remainders used across steps.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/division-word-problems-part-a-remainder-basics/357345/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/division-word-problems-part-a-remainder-basics/357345.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-23",true,{"@type":102,"interactionType":103,"userInteractionCount":46},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What do Part A problems ask students to find?","Question",{"text":112,"@type":113},"Part A asks students to use division to find the quotient and the remainder, then report the number of full groups (cups, boxes, players, students, bags, or groups) and the leftovers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How should students handle the remainder in Part B?",{"text":117,"@type":113},"Part B explicitly asks students to decide what to do with the remainder: ignore it, use it as leftovers, or round up, depending on the situation described.",{"name":119,"@type":110,"acceptedAnswer":120},"What is required for Part C problems?",{"text":121,"@type":113},"Part C problems require students to write one sentence explaining what the remainder means in the context of the problem.",{"name":123,"@type":110,"acceptedAnswer":124},"What makes the challenge problem different from the earlier parts?",{"text":125,"@type":113},"The challenge problem is multi-step: students divide to find the remainder after equal packing, then use multiplication to compute bars in new boxes and determine totals, including an explanation sentence.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},357345,1790376697,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":46,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Name:  \n_____________________________________  \nDivision Word Problems  \nDirections: Read each problem carefully. Solve using division. Show your work.  \nPart A—Remainder Basics (1–6)  \n1. Remy has 29 pencils and he puts 4 pencils in each cup.  \nQuotient:   Remainder:    \nHow many full cups can he make?   Pencils left over?    \n2. Remy baked 47 muffins and packed 6 muffins per box.  \nQuotient:   Remainder:    \nHow many full boxes?   Muffins left?    \n3. A coach has 53 stickers to share equally among 5 players.  \nQuotient:   Remainder:    \nHow many stickers does each player get?   Stickers left?    \n4. A library has 68 bookmarks. They give 7 bookmarks to each student.  \nQuotient:   Remainder:    \nHow many students can get bookmarks?   Bookmarks left?    \n5. Remy picks 95 apples and packs 8 apples per bag. Quotient:   Remainder:   How many full bags?   Apples left?    \n1  \nMashup Math LLC | Al[l Rights Reserved | Get More K-12 Math Worksheets at ](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)[www.mashupmath.com](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)  \n6. A club has 112 raffle tickets and puts them into groups of 9. Quotient:   Remainder:   How many full groups?   Tickets left?    \nPart B—Remainders With Decisions (7–12)  \n(Decide what to do with the remainder: ignore it, use it as leftovers, or round up.)  \n7. 125 students are going on a trip. Each bus holds 40 students.  \n125 ÷ 40 =   R    \nHow many buses are needed?    \n8. A store has 73 balloons. They sell balloons in packs of 10.  \n73 ÷ 10 =   R    \nHow many full packs can they make?    \nHow many balloons are left?    \n9. A school orders 96 notebooks. They come in boxes of 12.  \n96 ÷ 12 =   R    \nHow many boxes are needed?    \n10.A chef has 58 eggs. She uses 4 eggs per batch of muffins.  \n58 ÷ 4 =   R   How many full batches can she make?   How many eggs are left?    \n2  \nMashup Math LLC | Al[l Rights Reserved | Get More K-12 Math Worksheets at ](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)[www.mashupmath.com](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)  \n11.A team has 87 water bottles. They want to put 6 bottles on each table.  \n87 ÷ 6 =   R    \nHow many full tables can be set?   How many bottles are left?    \n12.A music teacher has 49 drumsticks. Each student needs 2 drumsticks.  \n49 ÷ 2 =   R    \nHow many students can get drumsticks?   How many drumsticks are left?    \nPart C—Remainder Reasoning (13–15)  \n(Write one sentence to explain your thinking.)  \n13. 64 cookies are shared among 9 students.  \n64 ÷ 9 =   R    \nHow many cookies does each student get?   One sentence: What does the remainder mean in this problem?  \n14. 138 books are placed on shelves with 15 books per shelf.  \n138 ÷ 15 =   R   How many shelves are completely full?   How many books are left?   One sentence: Do you need an extra shelf? Why or why not?  \nMashup Math LLC | Al[l Rights Reserved | Get More K-12 Math Worksheets at ](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)[www.mashupmath.com](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)  \n3  \n15.A movie theater has 205 seats. Each row has 18 seats.  \n205 ÷ 18 =   R    \nHow many full rows can they make?   How many seats are left over?   One sentence: What does the remainder represent?  \nChallenge Problem (16)—Multi-Step  \n16.A camp has 164 granola bars.  \nThey pack them equally into 7 boxes.  \nThen they buy 3 more boxes, and put 7 bars in each new box.  \na) 164 ÷ 7 =   R    \nb) How many bars are in the 3 new boxes? 3 × 7 =    \nc) How many granola bars are there in all now?    \nOne sentence: Explain how you used the remainder to answer the question.  \n4  \nMashup Math LLC | Al[l Rights Reserved | Get More K-12 Math Worksheets at ](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmath.com)[www.mashupmath.com](l Rights Reserved | Get More K-12 Math Worksheets at www.mashupmat","cbCaiobMGIHtiWM5","https://ap.wps.com/l/cbCaiobMGIHtiWM5","pdf",5474420,"English","# Part A—Remainder Basics (1–6)\n## Part B—Remainders With Decisions (7–12)\n## Part C—Remainder Reasoning (13–15)\n## Challenge Problem (16)—Multi-Step","[{\"question\":\"What do Part A problems ask students to find?\",\"answer\":\"Part A asks students to use division to find the quotient and the remainder, then report the number of full groups (cups, boxes, players, students, bags, or groups) and the leftovers.\"},{\"question\":\"How should students handle the remainder in Part B?\",\"answer\":\"Part B explicitly asks students to decide what to do with the remainder: ignore it, use it as leftovers, or round up, depending on the situation described.\"},{\"question\":\"What is required for Part C problems?\",\"answer\":\"Part C problems require students to write one sentence explaining what the remainder means in the context of the problem.\"},{\"question\":\"What makes the challenge problem different from the earlier parts?\",\"answer\":\"The challenge problem is multi-step: students divide to find the remainder after equal packing, then use multiplication to compute bars in new boxes and determine totals, including an explanation sentence.\"}]","Division Word Problems - Part A - Remainder Basics | PDF",1790129681,15]