Short division, step by step — carry the remainder, read the answer, and know what's left over.
14 questions · 3 sections · interactive bus-stop method · no time pressure
What's really happening
Short division — the bus-stop method — works through the number one digit at a time, left to right. At each digit you ask “how many whole times does the divisor go in?”, write that above, and carry whatever is left over to the next digit. The number you carry is always smaller than the divisor.
The tip that makes it easy: before you start, jot down the first few multiples of the divisor. For 25 that's 25, 50, 75, 100, 125… Now every “how many go in?” becomes a quick look-up instead of guesswork.
Method — work through 925 ÷ 25
Tap Next digit to bring each digit into the bus stop and carry the remainder along:
Short division · exact925 ÷ 25
Set out as 25 ) 925. Tap Next digit to start with the hundreds digit.
When it doesn't go exactly — 437 ÷ 12
Most divisions leave a remainder. Watch the last carry become the leftover:
Short division · with a remainder437 ÷ 12
Set out as 12 ) 437. Tap Next digit.
Reading the remainder
In a real problem, the remainder has a meaning — and sometimes you must round up. A baker puts 200 cupcakes into boxes of 12. Short division gives 200 ÷ 12 = 16 remainder 8. So there are 16 full boxes with 8 cupcakes left over. But if the question were “how many boxes are needed to hold them all?”, you'd need a 17th box for those last 8 — so you round up to 17.
Common slipDon't drop the leading place value. In 437 ÷ 12, 12 won't go into 4, so you write 0 there and carry the 4 to make 43 — the answer is 36, not 3‑something. And the remainder is the last carry, not a digit you write in the answer.
You'll lean on times tables throughout — for the multiplication side of the non-calculator paper, see Multiplying Without a Calculator.
Learning Objective 1 · Year 5–6
Section A · Short division (exact)
Divide whole numbers that go exactly, using short division.
Success criteria — I can:
set the division out as a bus stop
carry the remainder to the next digit
write a 0 when the divisor won't go yet
Learning Objective 2 · Year 6–7
Section B · Divisions with a remainder
Divide whole numbers that leave a remainder, and state both parts.
Success criteria — I can:
find the whole-number answer (the quotient)
read off the final remainder
write the answer as “___ r ___”
Learning Objective 3 · Year 6–9
Section C · Real-life remainders
Solve word problems by dividing, then interpret the remainder — including when to round up.
Success criteria — I can:
decide that a problem needs dividing
read whether the answer wants the quotient or the remainder
round up when every item must be covered
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