Download DIVISION RESOURcES STAGE 4a VOCABULARY Share, share

DIVISION
SUMMARY –
IMAGES
STAGE 4A
VOCABULARY
Children are taught to understand division
through practical sharing looking at sharing
2 digit numbers using number lines.
Using number lines
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.
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)
KEY SKILLS
•
Children may use addition or subtraction
when grouping. This example shows how
counting on in 3s helps solve 18 ÷ 3 = 6.
They will be taught division
facts alongside multiplication.
This is supported with some hands on grouping
of objects.
At this stage children are
beginning to recite
multiplication and division facts
(2, 3, 4, 5, 8, 10).
‘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.
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 twodigit 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.
DIVISION
SUMMARY –
STAGE 4B
VOCABULARY
Children are taught to understand division
through number lines including remainders.
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.
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.
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 twodigit 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.