Division Learning objective We are learning to: • solve division problems.
What pupils already know • Pupils are secure with recalling and using multiplication and division facts for the 2, 3, 4, 5, 8 and 10 multiplication tables. • They have efficient mental methods using multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (for example, 30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3).
Key vocabulary multiplication, division, place value, related facts
Teaching notes • Use concrete resources to support division but move on to show how to divide a larger number by breaking up the numbers (this is called partitioning). Example 1: What is 57 ÷ 3? Break 57 up into 30 and 27. 30 ÷ 3 = 10
Example 2: A box can hold 6 eggs. How many full boxes will there be from 98 eggs? Model how to break up 98 into 60 and 38.
27 ÷ 3 = 9
60 ÷ 6 = 10
so 57 ÷ 3 = 19
38 ÷ 6 = 6 r 2 so 98 ÷ 6 = 16 r 2 However, the question asks how many full boxes there are, so we ignore the remainder and give the answer 16.
For pupils – steps to success: 1. Break up the larger number into smaller numbers so it is easier to divide. 2. Read the question carefully and, if there is a remainder, make sure it is used appropriately to answer the question.
Independent activity Refer pupils to the Year 4 Mental Arithmetic Pupil Book, pages 20–21.
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