Divide by 10, Facts to 100

Ask your child how many tens are in 70, then show that 70 ÷ 10 asks the same thing. Check with the answer key.

Divide multiples of 10 by 10 for facts to 100, then find the missing dividends. In 21 ÷ 3 = 7, 21 is the dividend, 3 is the divisor and 7 is the quotient. A multiplication fact can help you divide. The directions on the page read: Read the Example. Then, write each quotient in the box. Then, find the missing dividends in Part B. An answer key is included.

Yes, both. We made it for 3rd Grade division, and the page works the same whether it lands on a kitchen table or a center rotation. At home, most families go through it together and talk the answers out loud, and that talking is where most of the learning happens with divide by 10. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

Dividing by 10 removes a zero from the ones place of a multiple of 10 (e.g., 70 ÷ 10 = 7), or more precisely, it shifts each digit one place to the right - a powerful place value insight.

Multiplying by 10 appends a zero (shifts digits left), while dividing by 10 removes a zero (shifts digits right) - seeing these as inverse operations reinforces both the multiplication and division by 10 patterns.

Yes - dividing by 10 without remainders requires multiples of 10, which keeps the focus on the place value pattern rather than introducing the complexity of remainders at this stage.

Third graders learn that division means splitting into equal groups or finding how many groups. Per CCSS 3.OA.A.2, they should interpret whole-number quotients and solve division word problems within 100. They should understand division as the inverse of multiplication.

Start with sharing equally: give 12 items to 3 people, how many does each get? Use concrete objects, then pictures, then equations. Worksheets with visual division (circling equal groups) bridge the concrete-to-abstract gap effectively.