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Northway Community Primary School Written Calculation Policy 2014 DIVISION Place value skills needed Method Expectation STAGE 1: Pictorial and practical sharing (end of EYFS) Talk about grouping Talk about sharing Tell the story of sharing Problem solve by sharing, doubling and halving (EYFS ELG 11) ‘Here are some new pencils. I wonder how many we can have each? One for you, one for you, one for you …’ Identify halves within 10 (moving to 20) Count on and back in steps of 2, 5 and 10 (numbered number line) Sharing into equal groups Done visually using cubes, sweets, etc. Count how many are in the group for the answer. Link to practical problem solving activities involving equal sets and groups Group amount for each person and compare, saying it is fair. Grouping Sharing practically Link to 2s, 5s and 10s 8 shared by 2 = 4 STAGE 2: Groupings (end of KS1) Halves within 20 Introduce the ÷ sign Count on and back in 10 ÷ 2 = 5 steps of 2, 5 and 10 Recognise multiples of 2, 5 and 10 Halve and quarter a matching ÷ facts number 10 ÷ 5 = 2 Halves within 50 Halves of multiples of 10 to 100 Represent repeated subtraction as division. Use practical and informal written methods and related vocabulary to support division (inc calculations with remainders. Use symbols ÷ = to record Calculate value of an unknown number Northway Community Primary School Written Calculation Policy 2014 10 ÷ 2 = 5 Division as repeated subtraction -5 -5 -5 -5 -5 10 8 6 4 2 0 Use times tables to know how many groups of …. go into a number. 15 ÷ 3 = 0 3 6 9 12 15 Word problems – There were 20 children and 4 coaches going on a trip. How many got on each coach? STAGE 3: Number line (end of LJ) Divide a TU by a U number. Know all multiplication tables up to 12 x 12. 76 ÷ 4 = 10 x 4 0 Understand remainders. 9x4 40 76 76 ÷ 4 = 19 37 ÷ 6 = 6 r 1 5x6 0 1x6 30 36 37 Northway Community Primary School Written Calculation Policy 2014 STAGE 4: Long division (chunking) Count on and back in steps of 2, 3, 4, 5 and 10 Know by heart X facts for 2, 3, 4, 5 and 10 Recognise multiples of 2, 5 and 10 up to 1000 Know the result of a division is called the quotient. Divide multiples of 10 by 10 mentally Know X facts up to 10 X 10 Know how to derive corresponding division facts Halve two digit numbers and halve multiples of 10 and 100 Divide 2/3 digit whole numbers by 10 and 100 Use column subtraction efficiently as part of chunking Estimate the size of an appropriate grouping 76 ÷ 4 = 4 76 4 0 ( 1 0 X 4) 3636 (9X4) 0 432 ÷ 15 = 15 2 8 r 12 432 3 0 0 ( 20 x 15) 1321 2 0 ( 8 x 15 ) 12 Circle the multiple to be added together. Use practical and informal written methods to divide two digit numbers (50 ÷ 4), round remainders up or down depending on the context. Understand that division is the inverse of multiplication – derive related facts ½ 1/3 ¼ 1/6 Develop and use written methods to record, support and explain division of two digit numbers by a one digit number, inc remainders 1/5 3/8 Remainder can be expressed as a fraction of the divisor e.g. 12/15 = 4/5 and a decimal = 0.8. STAGE 5: Short division Know by heart all division facts related to X tables to 10 X 10 Divide 2/3 digit numbers by multiples Refine and use efficient methods to divide HTU ÷ U 1/100 of 5kg 10% 5% 15% Use efficient written Northway Community Primary School Written Calculation Policy 2014 of 10 eg 500 ÷ 20 Estimate the size of an appropriate grouping methods to divide integers and decimals by a one digit integer Fraction/decimals to represent remainders 5/8 of whole number 65% of £260