2.7 Division Written Strategies

Unit Objectives

• We are learning to use written strategies to divide numbers.

Success Criteria

• I can use concrete materials to show division as sharing into equal groups.

• I can use short (contracted) division to solve division problems, including those that need trading.

• I can choose an efficient strategy to solve division word problems, using my knowledge of multiplication facts.

Learning Objective

• To understand what division means- whether sharing or grouping.

Success Criteria

• I can share a group of people equally into smaller groups.

• I can explain division as either sharing (how many in each group) or grouping (how many groups can I make).

• I can link a division problem to a multiplication fact I already know.

20 Students Needed

Aim: 10 seconds to make yourself into rows of the number rolled.

🤔 Have they divided evenly? 

🤔 Are there leftovers (remainders)? 

-REPEAT with different group of students-

Class starts in the middle. Deal the class into each corner.

🤔 How many students in each group? 

🤔 What is the equation?

Sharing Division
The total and the number of groups are known.

Class starts in the middle. 10 seconds to group yourselves in groups of 5.

🤔 How many groups are there?

🤔 What is the equation?

Grouping Division
The total and the group size are known.

Follow along to write some notes.

Learning Objective

• To visually understand division.

Success Criteria

• I can use arrays to share into equal groups.

• I can use arrays to divide into groups of.

• I can relate multiplication and division facts.

Draw an array to match the following:

12  ÷ 4 =

20 ÷ 5 = 

27 ÷ 9 =

What are the fact families?

Learning Objective

• To identify what a remainder is.

Success Criteria

• I can share a group of objects into equal groups and identify what's left over.

• I can explain what a remainder is in my own words.

• I can find remainders for division facts up to ÷10.

I have 13 party bags and 4 friends to share them between equally.
How many does each friend get?

Are there any left over?

Use your whiteboard for working out. You can draw a picture to help you.

How do we write the question as an equation?

Draw an array to match the equation.

What do we call the left overs?

REMAINDERS

🎯 Turn your board vertically.
- Create a 3 x 2 grid on the top half of your whiteboard.

- Leave the bottom half for working out.

🎯 In each grid, write a digit between 0 and 9. You can use a number more than once.

Play bingo with me!

I will roll two 10-sided dice together and we will multiply them together to find the  product.

I will then roll a die again to get a divisor. You will then divide the product by the divisor. If the remainder of this equation is a number written on your bingo grid, cross it out.

First person to get all 6 numbers crossed out is the winner.

Let's mark.

What is a remainder?

What are the different numbers called in an equation?

Learning Objective

• To record division using the short division method.

Success Criteria

• I can use the 'bus stop' method to set out a short division problem, correctly naming the dividend and divisor.

• I can divide the tens first, then the ones.

• I can solve short division problems that don't need trading.

I Do

Watch as I complete the following.

28 ÷ 2 =

39 ÷ 3 =

We Do

Watch as I complete the following.

55 ÷ 5 =

48 ÷ 4 =

284 ÷ 2 =

How could you use multiplication to check if your answers are correct?

Learning Objective

• To use short division when we need to trade.

Success Criteria

• I can identify when there's a leftover amount that needs trading in short division.

• I can trade a leftover ten for ten ones and continue dividing.

• I can use known multiplication facts to help me divide. 

Let's review what we have learned so far in our Maths Journal.

Dividing Multi-Digit Numbers- no remainders

84 ÷ 2 =

🎯 Write the equation as the bus stop method.

Label the parts: dividend and divisor.

🎯 Start with the digit closest to the bus stop. 

- Divide the Tens Digit

- Divide the Ones Digit

🤔 How can we check the answer is correct?

- Write the fact family.

What do we do when the digit can't be evenly divided?

42 ÷ 3 =

I Do

Watch as I complete the following.

Let's mark.

How is contracted division and multiplication similar?

Learning Objective

• To use short division when we need to trade.

Success Criteria

• I can identify when there's a leftover amount that needs trading in short division.

• I can trade a leftover ten for ten ones and continue dividing.

• I can use known multiplication facts to help me divide. 

56 ÷ 4 =

85 ÷ 5 =

Let's mark.