DIVISION STAGE 4a SUMMARY – VOCABULARY IMAGES KEY SKILLS RESOURcES Children are taught to understand division through practical sharing looking at sharing 2 digit numbers using number lines. VOCABULARY Share, share equally, one each, two each…, group, groups of, array, lots of, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, ‘carry’ remainder, multiple. IMAGES It is important that children can make a link between grouping and jumping on a number line. Children need to understand the link between division and multiplication (they are exact opposites – the inverse of each other) They will be taught division facts alongside multiplication. At this stage children are beginning to recite multiplication and division facts (2, 3, 4, 5, 8, 10). Using number lines KEY SKILLS Recall and use multiplication and division facts for the 2,3,4,5,8 and 10 multiplication (through doubling, connect the 2,4 and 8s) Halve numbers up to 100. Understand that a remainder is the amount left over after a division. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers. Solve problems, in contexts, and including missing number problems, involving multiplications and division. Pupils develop efficient mental methods, for example, using multiplication and division facts (eg. Using 3 x 2 = 6, 6 ÷ 3= 2 and 2 = 6 ÷3) to derive related facts (30 x 2 = 60, so 60 ÷3 = 20 and 20 = 60 ÷3). Progress to using formal written methods, chunking on a number line, to divide numbers beyond the range of known number facts. Children may use addition or subtraction when grouping. This example shows how counting on in 3s helps solve 18 ÷ 3 = 6. This is supported with some hands on grouping of objects. ‘3 facts for free If I Know.. ..then I know these number facts as well Using multiplication to solve division problems 20 ÷ _ = 2 _ ÷ 10 = 3 RESOURcES Children should still have access to wide range of resources such as counting equipment, everyday objects, number tracks, number lines, numicon, counting beads etc.

DIVISION STAGE 4b SUMMARY – VOCABULARY IMAGES KEY SKILLS RESOURcES Children are taught to understand division through number lines including remainders. VOCABULARY Share, share equally, one each, two each…, group, groups of, array, lots of, divide, divided by, divided into, division, grouping, number line, left, left over, inverse, short division, ‘carry’ remainder, multiple. IMAGES Using the language of ‘remainder; Grouping objects and drawing number lines gives a good visual understanding of remainders. Children will need to be familiar with interpreting the remainders, when faces with real life problems e.g. A box of cans holds 4 cola bottles How many boxes do I need if I want 18 bottles? This method relies on good understanding of multiplication tables to be able to recognise simple multiplication facts that will help solve a division problem. e.g. to know that 5 x 10= 50 as a way Of breaking down 72÷ 5 = _ Here one large jump to 50 has been Made because the child understands That jumping 50 is the same as jumping in 5’s 10 times. KEY SKILLS Recall and use multiplication and division facts for the 2,3,4,5,8 and 10 multiplication (through doubling, connect the 2,4 and 8s) Double and halve numbers up to 100. Understand that a remainder is the amount left over after a division. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers. Solve problems, in contexts, and including missing number problems, involving multiplications and division. Pupils develop efficient mental methods, for example, using multiplication and division facts (eg. Using 3 x 2 = 6, 6 ÷ 3= 2 and 2 = 6 ÷3) to derive related facts (30 x 2 = 60, so 60 ÷3 = 20 and 20 = 60 ÷3). Progress to using formal written methods, chunking on a number line, to divide numbers beyond the range of known number facts. RESOURcES Children should still have access to wide range of resources such as counting equipment, everyday objects, number tracks, number lines, numicon, counting beads etc.