1. Division

2. Division – First Level These are the Experiences and Outcomes relevant for first level division. Number and number processes I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03a Fractions, decimal fractions and percentages Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division. MNU 1-07b

3. Methodology When teaching division, the link to multiplication and fractions should be stressed. Multiplication links to division, which links to fractions. Example: 2 x 5 = 10 10 ÷ 2 = 5 ½ of 10 = 5

4. Term/ Definition Pupils should be familiar with various words for division: Divided by Quotient (the answer) Dividend (the amount you want to divide) Divisor (the number you divide by) Shared equally Division How many left? How many remaining? When linking to multiplication tables, use the following language: Multiplied by rather than times. Use multiplication tables rather than times tables. Do not use times by or timesing.

5. Methodology For 72 divided by 4, you would say: 72 divided by 4, what would you expect the answer to be? Division without remainders: 72 ÷ 4 = 18 Start by saying, 7 divided by 4. Support if necessary by asking how many 4’s are there in 7? Four will fit into 7 once and 3 left over. The 3 tens left over now goes beside the 2 units to become 32. How many 4’s are there in 32? – link this to multiplication tables (4 x 8 = 32) There are 8 fours in 32. 72 ÷ 4 = 18 Never say 4 into 7 or ‘goes into’. Similar process for division with remainders: 73 ÷ 4 = 18 r1 4 will fit into 73, 18 times and 1 left over.

6. Division without remainders 18 47 3232

7. Division with remainders 18r1 473

8. Show the zero 07 42 2828

9. Division Dividing by 10: For dividing by 10, move the digits one place to the right and add a zero in the units column for place value purposes if necessary. Example: 230 ÷ 10 = 23 Word Problems: Word problems are important for linking mathematical problems to real life situations Example: Chris has 28 cactus plants. He keeps his cactus plants in even rows of 7. How many cactus plants are in each row? If one row of plants die, how many cactus plants has Chris left?

10. Useful Websites Hit the Button: http://www.topmarks.co.uk/maths-games/hit-the-button Topmarks: http://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers Math Magician: http://www.oswego.org/ocsd-web/games/Mathmagician/mathsdiv.html Transum – for mental maths workouts: http://www.transum.org/Tables/Times_Tables.asp Basic Maths Definitions – Dictionary illustrating the language of maths: https://www.mathsisfun.com/definitions/letter-d.html