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Division—Stage 6
New National Curriculum Objectives and Number Range.
Divide numbers mentally drawing upon known facts
Divide numbers up to 4 digits by a one-digit number and interpret remainders appropriately for the context
Divide whole numbers and those involving decimals by 10, 100 and 1000
Vocabulary :
divisible by, factor, quotient ( the answer/result when you divide one
number by another) inverse
Mental Maths
All times tables up to X12 and related division facts
÷10, ÷100, ÷1000
Equivalent fractions, decimals and percentages.
Examples
Short Division
Long division– with remainders
including remainders as fractions or decimals
Long division not within 12X12
Step 1: Use short division of decimals with remainders and without remainders.
Remembering to use the same process but write the decimal point first in the answer.
Step 2: Express remainders as fractions decimals and percentages.
You need to place the remainder over the number you divided by and convert into fractions, decimals and percentages. E.g: 56 divided by 6 = 9 r 2 .
Remainder 2 is the same as 2 out of 6.
Express the remainder 2 as 9 r 2/6 or 9r 1/3 ( equivalent fraction) 9 .33 9.33%.
Step 3: Long division.
Use the same process as stage 5 and the script, remember to ensure you record jottings on
the side.
Division—Stage 5
New National Curriculum Objectives and Number Range.
Divide numbers mentally drawing upon known facts
Divide numbers up to 4 digits by a one-digit number and interpret remainders appropriately
for the context
Divide multiply and divide whole numbers and those involving decimals by 10, 100 and
1000
Vocabulary
Remainder, left over share, half, halve, left (over) divisible by, factor, inverse
quotient ( the answer/result when you divide one number by another) .
Examples
Mental Maths
All times tables up to X12 and related division
facts ÷10, ÷100, ÷1000
Can you write multiples of. 42?
Doubling and doubling again, record 10 lots, 5
lots, 20 lots, 100 lots.
Division by single digits with remainders
Long division – no remainders
Long division with remainders
Division not within 12X12 table facts
Step 1: 4 digit by 1 digit division with and without carrying and remainders using bus shelter.
4235 divided by 4 Use the vocabulary quotient ( the answer/result when you divide one number by another) e.g 45
divided by 9 = 5 so the quotient is 5.
Step 3: Long Division.
1x 25
2x 50
3x 75
4 x 100
5 x 125
10 x 250
Write down the multiples of 25 ( which is the number I am dividing by) to help me with the calculation.
How many 25s in 4? None—write a small zero
above the line.
How many 25s in 42? One write above the line .
There are 17 left so I’ll carry the 17 into the next
column.
How many 25s in 171> (I’ll use my list) There are 6
25s in 171 with 21 left over so I’ll write 6 above the
line and carry the 21 over into the next column.
How many 25s into 218? (I’ll need my list)
There are 8 25s and 18 left over so I’ll write 8 above
the line and write 8 for the remainder.
Check your answer using 168 x 25. If the answer I
get is 4218. My answer is correct.
Division—Stage 4
New National Curriculum Objectives and Number Range.
Recall multiplication and division facts for multiplication tables up to 12 × 12
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1 (it is not possible to divide by 0) e.g 5 x 0 = 0 .
Begin to use a written method for division up to three digits by a single digit. ( bus shelter)
Vocabulary
Divisible by, factor, share equally, divide, divided by, divided into, group in…
pairs
Examples
Mental Maths
All times tables up to X12 and related division
facts. Use arrays to support learning new
division facts if needed.
Use arrays and models and images to support learning division facts. X6, X7, X9, X11
and X12 are new times tables.
Written Methods– Steps to success
Step 1: Dividing numbers with no remainder up to three digits using the bus shelter method.
e.g 96 by 3
Step 2: Dividing numbers with the final remainder up to three digits using the bus shelter method.
369 divided by 3 = 123
Step 3: Dividing numbers involving carrying of left over digits into the next
column
e.g 684
divided by 3
How many 3s are in 6? 2 so I write two above the line.
How many 3s are in 8? There are 2 and 2 left over so I write 2 above the line and carry the left over 2
into the next column.
So I now have 24. How many 3s are there in 24? 8
Write 8 above the line and the answer is 228.
Apply this process to calculations involving remainders.
Division—Stage 3
New National Curriculum Objectives and Number Range.
Know division facts for the 3, 4 and 8 multiplication tables and recap on facts for the 2, 5 and
10 tables
Write and calculate division questions such as 2 digit by 1 digit using known division facts.
TU divided by U with and without a remainder.
Vocabulary
remainder, left over share, half, halve, left (over)
plus, share equally, divide, divided by, divided into, group in… pairs
Mental Maths

Recap 2, 5 and 10 times table

X3, X4, X8 tables and related division facts.

÷ 50 and ÷100 mentally
i.e. 600÷3=200
Written Methods– Steps to success
Step 1: No remainders using the 2,3,4,5,8 and 10 times tables.
To know multiplication and division facts
E. g: I know 4 x 8 = 32 and 8 x 4 = 32 so therefore I know 32 divided by 4 is 8 and 32 divided by 8 is 4.
( Buy 1 get 3 free)
Step 2: As above with remainders
26 divided by 5 is ? I know 5 x 5 is 25 and there is one left over ( remainder one)
Division—Stage 2
New National Curriculum Objectives and Number Range.
Know division facts for the 2, 5 and 10 multiplication tables
Calculate mathematical statements for multiplication and division within the
multiplication tables and write them using the multiplication (×), division (÷) and equals (=)
signs
Vocabulary
share, half, halve, left (over)
share equally, divide, divided by, divided into, group in, pairs
Mental Maths
Examples
X2, X5 and X10 corresponding division
facts.
Only working within 2,5 and 10
times table 8÷2=4 15÷5=3,
Count in 3s.
Step 2: To know multiplication and division facts
E. g: I know 5 x 2 = 10 so therefore I know
10 divided by 2 is 5 and 10 divided by 5 is
2.
Division—Stage 1
New National Curriculum Objectives and Number Range.
Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and
arrays with the support of the teacher.
Recognise, find and name halves and quarters of quantities.
Vocabulary
share, half, halve, left (over)
Mental Maths

Count on and back in multiples
of 2,5,10
, equally
Examples
Begin to learn 2, 5 and 10 division
and multiplication facts through practical activities.
Division—Early Years
Early Learning Goal
Solve problems involving halving and sharing
Vocabulary
share, half
Mental Maths

Counting in 1’s and 2’s forward and backwards
Examples
9 sweets shared between 3 children
Foundation Stage: Division as sharing
Begin by sharing. ‘ One for me and one for you’
Encourage children to share snacks, pencils and amongst the group
they are working with,. Count how many people. Can we share the
equipment out?
Division Calculation Policy