Division
Division – First Level
These are the Experiences and Outcomes relevant for first level division.
Number and number processes
I can use addition, subtraction, multiplication and division when solving problems, making
best use of the mental strategies and written skills I have developed.
MNU 1-03a
Fractions, decimal fractions and percentages
Through exploring how groups of items can be shared equally, I can find a fraction of an
amount by applying my knowledge of division.
MNU 1-07b
1
2
Methodology
When teaching division, the link to multiplication and fractions should be stressed.
Multiplication links to division, which links to fractions.
Example:
2 x 5 = 10
10 ÷ 2 = 5
½ of 10 = 5
Term/ Definition
Pupils should be familiar with various words for division:
 Divided by
 Quotient (the answer)
 Dividend (the amount you want to divide)
 Divisor (the number you divide by)
 Shared equally
 Division
 How many left?
 How many remaining?
When linking to multiplication tables, use the following language:
 Multiplied by rather than times.
 Use multiplication tables rather than times tables.
 Do not use times by or timesing.
Methodology
For 72 divided by 4, you would say:
72 divided by 4, what would you expect the answer to be?
Division without remainders:
72 ÷ 4 = 18
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Start by saying, 7 divided by 4.
Support if necessary by asking how many 4’s are there in 7?
Four will fit into 7 once and 3 left over.
The 3 tens left over now goes beside the 2 units to become 32.
How many 4’s are there in 32? – link this to multiplication tables (4 x 8 = 32)
There are 8 fours in 32.
72 ÷ 4 = 18
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Never say 4 into 7 or ‘goes into’.
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Similar process for division with remainders: 73 ÷ 4 = 18 r1
 4 will fit into 73, 18 times and 1 left over.
Division without remainders
4
1
8
7
3
2
Division with remainders
4
1
8
7
3
3
r1
Show the zero
4
0
7
2
28
Division
Dividing by 10:
For dividing by 10, move the digits one place to the right and add a zero in the units
column for place value purposes if necessary.
 Example: 230 ÷ 10 = 23
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Word Problems:
Word problems are important for linking mathematical problems to real life situations
Example:
 Chris has 28 cactus plants. He keeps his cactus plants in even rows of 7. How many
cactus plants are in each row?
 If one row of plants die, how many cactus plants has Chris left?
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Useful Websites
Hit the Button:
http://www.topmarks.co.uk/maths-games/hit-the-button
Topmarks:
http://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers
Math Magician:
http://www.oswego.org/ocsd-web/games/Mathmagician/mathsdiv.html
Transum – for mental maths workouts:
http://www.transum.org/Tables/Times_Tables.asp
Basic Maths Definitions – Dictionary illustrating the language of maths:
https://www.mathsisfun.com/definitions/letter-d.html