Download Calculation Policy - Division

Northway Community Primary School
Written Calculation Policy 2014
DIVISION
Place value skills needed
Method
Expectation
STAGE 1: Pictorial and practical sharing (end of EYFS)
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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)
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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)
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Divide a TU by a U number.
Know all multiplication
tables up to 12 x 12.
76 ÷ 4 =
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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)
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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
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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
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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