What is happening here?
All the times tables get automated in grade 3, and with them their reverse: a child who knows 7 × 8 = 56 also knows 56 ÷ 8 = 7. For "47 ÷ 8" the question is how often 8 fits in. It fits 5 times (40), and 7 are left over. That is division with remainder.
Problems with tens build on the times tables too: 6 × 40 is 6 × 4 and a zero. So every gap in the times tables resurfaces later in written multiplication.
What helps at home
Practice in short, mixed bursts: five minutes a day, single facts from across all the tables. The child marks the hard ones (usually 6 × 7, 6 × 8, 7 × 8, 7 × 9); those come up more often.
For division with remainder one question helps: "Which fact from the 8s table comes closest without going over?" That is the key fact, and the remainder is the difference. Act it out with marbles or coins: share 23 among 4 children, what is left?
What can go wrong
A remainder as big as the divisor or bigger is a warning sign: in 47 ÷ 8 = 4 R 15 the 8 still fits once more. The remainder must always be smaller than the divisor.
Mistakes also happen when reciting a table, because the child only knows it from the start. Practice the tables backwards and from the middle too. And point out that remainder problems turn up in daily life: with 25 guests at tables for 4, how many seats are left over?