Grades 1–5 · printable + timed
Division Timed Test
Pick a fact range, then print the sheet or start the timer.
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 1 6 ÷ 3 2
- 2 108 ÷ 9 12
- 3 4 ÷ 1 4
- 4 96 ÷ 12 8
- 5 30 ÷ 6 5
- 6 8 ÷ 8 1
- 7 9 ÷ 1 9
- 8 30 ÷ 3 10
- 9 24 ÷ 12 2
- 10 0 ÷ 7 0
- 11 36 ÷ 3 12
- 12 6 ÷ 1 6
- 13 27 ÷ 3 9
- 14 110 ÷ 10 11
- 15 27 ÷ 9 3
- 16 90 ÷ 10 9
- 17 0 ÷ 7 0
- 18 12 ÷ 3 4
- 19 7 ÷ 1 7
- 20 30 ÷ 5 6
Correct 0 Wrong 0 Blank 20
Elapsed 0s Left 60s
The inverse set, minus everything that does not divide
Division facts here are multiplication facts asked from the other end: 56 ÷ 8 is the question "eight times what is fifty-six". Only whole-number answers appear, so the set is smaller than the multiplication grid — 156 problems rather than 169, because dividing by zero has no answer and is left out entirely.
Because the answer is a quotient rather than a product, a wrong division answer is usually a missing multiplication fact, not a misunderstanding of division. A child who stalls on 63 ÷ 9 almost always stalls on 9 × 7 as well, which is why a division sheet is a good check on multiplication recall that looked fine on its own.
Every division fact with whole-number answers
| ÷ | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ÷ 1 | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| ÷ 2 | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | 20 | 22 | 24 |
| ÷ 3 | 0 | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 | 30 | 33 | 36 |
| ÷ 4 | 0 | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 | 40 | 44 | 48 |
| ÷ 5 | 0 | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 | 50 | 55 | 60 |
| ÷ 6 | 0 | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 | 60 | 66 | 72 |
| ÷ 7 | 0 | 7 | 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 | 70 | 77 | 84 |
| ÷ 8 | 0 | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 | 80 | 88 | 96 |
| ÷ 9 | 0 | 9 | 18 | 27 | 36 | 45 | 54 | 63 | 72 | 81 | 90 | 99 | 108 |
| ÷ 10 | 0 | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | 100 | 110 | 120 |
| ÷ 11 | 0 | 11 | 22 | 33 | 44 | 55 | 66 | 77 | 88 | 99 | 110 | 121 | 132 |
| ÷ 12 | 0 | 12 | 24 | 36 | 48 | 60 | 72 | 84 | 96 | 108 | 120 | 132 | 144 |
The row label is the divisor and the column is the quotient, so the cell is the dividend: row ÷ 8, column 7, cell 56 reads 56 ÷ 8 = 7. There is no row for dividing by zero, because that problem has no answer — the one gap in the grid is a fact about arithmetic, not an omission.
Dividing by one, dividing into one, and zero
Three specific confusions account for most of the early errors. n ÷ 1 = n and n ÷ n = 1 get swapped; 0 ÷ 7 = 0 gets answered as 7; and 7 ÷ 0 gets answered at all, when it has no answer. These are not slips of recall, they are different ideas colliding, and a timed sheet will show them as a cluster rather than a scatter.
After that the errors track multiplication exactly. 48 ÷ 6, 56 ÷ 7 and 72 ÷ 8 come back wrong for the same reason 6 × 8, 7 × 8 and 8 × 9 do — the fact is not there to be reversed. Drilling the matching times table usually fixes the division sheet without touching division at all.
Where to start with division
Dividing by 2, 5 and 10 first, because the matching times tables are the ones already fluent. A division sheet can only be as fast as the multiplication fact behind it, so starting anywhere else measures a gap in the wrong operation and tells you nothing about division.
Dividing by 1 deserves a sheet of its own despite being trivial, because n ÷ 1 and n ÷ n get confused more often than any other pair in arithmetic. After that follow the same order as multiplication and finish with dividing by 6, 7, 8 and 9. The 0–12 and mixed ranges shuffle the divisor as well as the quotient, which is a real step up — the child has to identify which table the problem belongs to before recalling anything.
Thirteen sheets for division
Each of these is its own sheet with its own fact table and its own trouble spots. The single ranges hold one operand steady; 0–12 and mixed draw from the whole set.
- All division facts from 0 ÷ 1 to 144 ÷ 12, with whole-number answers only. 0–12
- Dividing by 2, from 0 ÷ 2 to 24 ÷ 2. 2s
- Dividing by 3, from 0 ÷ 3 to 36 ÷ 3. 3s
- Dividing by 4, from 0 ÷ 4 to 48 ÷ 4. 4s
- Dividing by 5, from 0 ÷ 5 to 60 ÷ 5. 5s
- Dividing by 6, from 0 ÷ 6 to 72 ÷ 6. 6s
- Dividing by 7, from 0 ÷ 7 to 84 ÷ 7. 7s
- Dividing by 8, from 0 ÷ 8 to 96 ÷ 8. 8s
- Dividing by 9, from 0 ÷ 9 to 108 ÷ 9. 9s
- Dividing by 10, from 0 ÷ 10 to 120 ÷ 10. 10s
- Dividing by 11, from 0 ÷ 11 to 132 ÷ 11. 11s
- Dividing by 12, from 0 ÷ 12 to 144 ÷ 12. 12s
- Division facts drawn across the whole 0–12 range in random order. Mixed
Three that come up
- Why is there no division by zero on these sheets?
- Because the problem has no answer. Every sheet is built from a quotient and a divisor, and the divisor is never zero, so no unanswerable problem can appear.
- How many division facts are there for 0 to 12?
- One hundred fifty-six with whole-number answers: twelve divisors from 1 to 12, each with thirteen quotients from 0 to 12.
- Should division be timed before multiplication is fluent?
- A division sheet mostly measures multiplication recall read backwards, so timing it early tends to measure the same gap twice. It is more useful as a check after a times table has been drilled.
What the standards and the critics actually say
Common Core State Standards for Mathematics (PDF), page 23 — 3.OA.C.7 “By the end of Grade 3, know from memory all products of two one-digit numbers.” thecorestandards.org — CCSSI_Math Standards.pdf
NCTM — Procedural Fluency in Mathematics (position statement) “Timed tests do not assess fluency and can negatively affect students, and thus should be avoided.” nctm.org — Procedural Fluency in Mathematics
youcubed — Fluency Without Fear “For about one third of students the onset of timed testing is the beginning of math anxiety.” youcubed.org — Fluency Without Fear
Step 1 of 7
Esc closes · arrow keys move between steps