Stoke Minster CE (A) Primary School
Division Policy
Mental and written calculation methods should be taught alongside each other throughout the entirety of this progression. When teaching children to calculate, emphasis
should be placed on choosing and using the method that is most efficient.
Division- YEAR 2 (Stage 2)
Expectations
•
•
•
•
recall and use multiplication and division facts
for the 2, 5 and 10 multiplication tables,
including recognising odd and even numbers
calculate mathematical statements for
multiplication and division within the
multiplication tables and write them using the
multiplication (×), division (÷) and equals (=)
signs
show that multiplication of two numbers can
be done in any order (commutative) and
division of one number by another cannot
solve problems involving multiplication and
division, using materials, arrays, repeated
addition, mental methods, and multiplication
and division facts, including problems in
contexts.
Vocabulary: : number line, number track, odd, even, count in twos, threes, fives, count in tens (forwards from/backwards from)
How many groups? lots of, groups of, repeated subtraction, array, row, column, double, halve, share, share equally, group, group
in pairs, threes, etc., equal groups of , divide, divided by, left, left over
Guidance & Written Methods for Division
Pupils use a variety of language to describe multiplication and division.
Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication
tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5
multiplication table to the divisions on the clock face. They begin to use other multiplication tables and recall
multiplication facts, including using related division facts to perform written and mental calculations.
Pupils work with a range of materials and contexts in which multiplication and division relate to grouping and
sharing discrete and continuous quantities, to arrays and to repeated addition. They begin to relate these to
fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations
to develop multiplicative reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4).
Division by grouping
• Using ITP
•
Using a bead string or counters, children can represent division problems
•
They count on in equal steps based on adding multiples up to the number to be divided.
•
15 ÷ 3 = 5
When packing eggs into baskets of three they count in threes – grouping.
3,
Division Year 2
1
6,
9,
12,
15
5 baskets filled
•
Year 2 division continued . . .
If the problem requires 15 eggs to be shared between 3 baskets, the multiple of three is obtained each
time all three baskets have received an egg, so still count on in multiples of 3.
3 eggs
once
3 eggs
twice
3 eggs
three times
3 eggs
four times
3 eggs
five times
5 eggs in each basket
Arrays
It is important to be able to visualise multiplication as a rectangular array. This helps children develop their
understanding of the commutative law in multiplication i.e. 3 x 4 = 4 x 3 and the inverse link between
multiplication and division.
Fact family
4
4
4
4 x 3 = 12
0
12
3 x 4 = 12
12
÷3=4
3
3
3
3
12 ÷ 4 = 3
0
When discussing division, it is important to ask: ‘How many threes are in 12?’ as well as ‘What is 12
divided by 3?’ to help children relate division to its inverse multiplication
Remainders
20 ÷ 3 = 6 r 2
r
0
3
6
9
12
15
r
18 19 20
In Context
Understand the concept of a remainder in context.
Eg. How many lengths of 10 cms can you cut from 51 cm of tape? How many will be left?
0
10
20
30
Answer: 5 lengths of 10cm and 1 cm left over.
Division Year 2
2
40
50 51