St Martin de Porres Catholic Primary School
DIVISION
Understand sharing as giving everyone the same amount e.g.
6 grapes are shared equally between 2 people. How many grapes does
each one get?
Solve practical problems in a real or role play context e.g.
 Can you cut the cake in half? How many pieces are there?
 Share objects into equal groups and count how many in each
group – e.g. ask three children to share 6 sweets – can you share
these sweets – can you share these sweets between you?
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Understand divisions as Sharing equally
E.g. 6 sweets are shared equally between 2 people.
How many sweets does each one get?
and as Grouping (this is repeated subtraction)
e.g. There are 15 apples in a box. How many bags of 5 apples can be
filled? i.e. How many groups of 5 can you make from 15?
Link to
arrays
Grouping should also be modelled on a number line. Use prepared
number lines and children draw own as appropriate
e.g. 8 children are put into teams of 2. How many teams are there?
(i.e. How many groups of 2 are there in 8?)
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
8÷2=4
0
2
4
6
8
8 cakes are put into boxes of 4. How many boxes are there? i.e. How
many groups of 4 are there in 8?
Solve problems eg
 If £20 is shared between 4 people how much would each get?
 There are 20 children and they sit in tables of 4. How many
tables will we need?
Recognise the use of symbols such as
□ or ∆ to stand for an unknown
number e.g.
12 ÷ 2 =
12 ÷
=6
= 12 ÷ 2
6=
÷2
÷2=6
6 = 12 ÷
Understand the relationship between multiplication and division and
therefore be able to derive division facts for 2x, 5x and 10x tables.
e.g. 5 x 10 = 50
10 x 5 = 50
so
so
50 ÷ 10 = 5
50 ÷ 5 = 10
Round up or down after division depending on context
Derive multiplication and division facts for 2, 3, 4, 5, 6, 8 and 10 times
tables.
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Understand that
 Division is the inverse of multiplication
Ensure that grouping continues to be modelled by adults and children
on prepared and blank number lines e.g.
How many 5s make 35?
0
5
10
15
20
25
30
35
= Seven 5s make 35
Count forwards and backwards
Use practical and informal methods to support division of larger
numbers to encourage ‘chunking’.
52 ÷ 4 = 13
0
x1
4
8
x1
12
x1
52
x10
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Solve problems eg
If 24 tulips are shared equally between 4 plant pots, how many will be
in each pot? Or There are 55 children and they put in teams of 5. How
many teams can we make?
Recognise the use of symbols such as
□ or ∆ to stand for an unknown
number e.g.
16 ÷ 4 =
= 24 ÷ 4
÷3=6
8÷
35 ÷
=2
=7
8 = 16 ÷
÷∆=5
20 – 14 =
÷5
Understand the concept of a remainder. E.g. How many lengths of
10cms can you cut from 51cm of tape? How many will be left?
-1
-10
-10
-10
-10
-10
0 1
11
21
31
41
51
5 x 10 remainder 1
Answer: 5 lengths and 1cm left over.
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Understand the relationship between multiplication and division and
therefore be able to derive division facts for 2, 3, 4, 5 and 10x tables.
Begin to know division facts for 6 and 8x tables.
e.g. 8 x 4 = 32 so 32 ÷ 4 = 8 etc.
‘chunking’ i.e. 10 times the divisor is calculated in one ‘chunk’ because
it is quicker and more efficient (do not push children on to this
without understanding, bead bar is excellent resource).
e.g. 72 ÷ 5 =
0
2
r2
7
x1
12
17
22
x1
x1
x1
72
x10
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Leading to:
72 ÷ 5
Find related facts
72
- 50
22
- 10
12
- 10
2
1x5=5
10 x 5 = 50
5 x 5 = 25
50 x 5 = 250
2 x 5 = 10
20 x 5 = 100
(10 x 5)
(2 x 5)
(2 x 5)
Answer: 14 r 2
Children should be taught to approximate first to gain a sensible idea
of what the answer must be.
Record division calculations in a number sentence where appropriate
e.g.
How many lengths of 10cm can you cut from 183cm?
Could be recorded as 183 ÷ 10
Explain methods and reasoning orally and in writing, including whether
to round up or down after division (involving remainders) depending on
the context (using pencil and paper jottings or mental strategies)
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Find related facts
1x7=7
2 x 7 = 14
10 x 7 – 70
20 x 7 =140
5 x 7 = 35
50 x 7 = 350
256 ÷ 7
256
- 140
116
- 70
46
- 42
4
(20 x 7)
(10 x 7)
(6 x 7)
Answer: 36 r 4
Children should be taught to approximate first to gain a sensible idea
of what the answer must be.
Explain methods and reasoning orally and in writing, including whether
to round up or down after division (involving remainders) depending on
the context. Complete written questions (using pencil and paper
jottings or mental strategies) e.g.
54 ÷
(125 ÷
= 18
) ÷ 2 = 27
186 ÷ 6 =
(
÷ 5) – 22 =30
‘Through Jesus we achieve our very best’
St Martin de Porres Catholic Primary School
Teach ‘bus stop’ method for short division with a 1 digit divisor.
Eg
___8
3) 2 4
___2_4 r4
5) 1 2 4
Express the remainder as a decimal
___2_4 . 8
5) 1 2 4 . 0
When appropriate develop an efficient standard method e.g.
972 ÷ 36
27
36 ) 972
- 720 (20)
252
- 252 (7)
0
Answer 27
‘Through Jesus we achieve our very best’