1. 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 ÷ _ = _ ÷ 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.

2. 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.