Open Middle®
Directions: Fill in the blanks using all different non-zero digits (except the numbers 1 and 4, which have already been used) to make the greatest possible quotient.
Hint
What number should ideally be placed in the hundreds place of the quotient? Why?
Can the units’ digit of the dividend be odd if the quotient has no remainder?
Can the units’ digit of the dividend be odd if the quotient has no remainder?
Answer
1,963 (the dividend is 7,852)
Source: Brian Lack
Should have added as an additional hint, “can the units digit of the dividend be odd if the quotient has no remainder?”
I just added it for you Brian. Thanks for your problem!
Grade 4 problem, stumping my super adept 5ths ~ LOVE it!!!!
1963 (the dividend is 7852
1963 the dividend is 7852
1,000 \ 2 = 500
the answer to this problem is 1963 and the divedended is 7852.Because 4×1=4 9×4=36 6×4=24 3×4=12
i thinks she is correct
I have a student that found another solution – 6,952 divided by 4 = 1,738
My students are stumped and they are in sixth grade and the other teachers did not teach them how to divide! My school is very nice and the kids are respectful but every day when I have them come on here they just stare at the screen confused then when I try to teach them they can’t understand.
I am on here this morning looking for division for my 6th graders as well. Many are struggling heavily with the long division (many not even being able to show correct setup of the problem, let alone any correct steps). Don’t let it dishearten you though. This has slowed me down more than I expected but I know that the kids can do it. Maybe try a group discussion before starting on what would good first steps be for a problem like this? Even a guess and check method will get students started at least. Then once everyone is engaged, you can begin highlighting strategies related to the division. Do you do this as individuals, pairs, small groups, whole class, or any other way? Maybe switching that part up may increase engagement from some of your students. Good luck!