Written methods for Division
Mathematical explanation and discussion and the using and applying of skills are to be built into the learning connected with this target
Year Target
Group Target
Key Resources /
Models and Images
Outcomes
YR
Should
Share up to 10 objects into equal groups and count how many in
each group
I can begin to share a small number of objects equally with my friends
and count how many each one has.
Counters
Grapes
Toy cars
Cubes etc.
Most pupils will be able to:
I have 6 scones and 2 plates. How many scones will there be on each
plate?
Encourage children to record what they have done by drawing or
tallying
Share up to 10 objects into equal groups and count how many in
each group
I can begin to share a small number of objects equally with my friends
and count how many each one has
Sweets
Biscuits
Grapes etc.
Most pupils will be able to:
Use practical resources to divide by 2, 5 and 10
Solve practical problems that involve sharing into equal groups of 2, 5
or 10.
I can share up to 20 objects equally between 2, 5 or 10 people
Represent sharing and repeated subtraction (grouping) as division.
Use practical and informal written methods to support division,
including calculations with remainders.
Use the symbols ÷ and = to record number sentences
I share or group to divide.
I can record my answer in pictures, on a number line or as a number
sentence.
I know there will sometimes be a remainder when dividing.
Counters
Cubes
Solve practical problems that involve sharing into equal groups of 2, 5
or 10.
I can share up to 20 objects equally between 2, 5 or 10 people
Sweets, biscuits
Grapes etc.
Counters
Cubes
ITP Number grid
ITP counting
ITP Grouping
Pairs of socks/shoes
Money (2p, 5p and
10p coins)
Eggs in egg boxes
Laminated number
lines +pens
Beads strings 0 – 20
or 0-100
0 – 100 Bead Bar
Yr 1
Must
Should
Could
ITP Number Facts
ITP counting
Laminated number
tracks + pens
Draw pictures of division calculations
E.g. Millie had 6 toffees, she gave half to her friend. How many
toffees
did she have?


  
  
Can you put 20 animals into groups of 5? How many groups?
Can you arrange 20 counters into equal rows? Is there a different way?
Yr 2
Must
Should
Could
Represent sharing and repeated subtraction (grouping) as division.
Use practical and informal written methods to support division,
including calculations with remainders.
Use the symbols ÷ and = to record number sentences
I share or group to divide.
I can record my answer in pictures, on a number line or as a number
sentence.
I know there will sometimes be a remainder when dividing.
Use practical and informal written methods to divide two digit
numbers by a single digit number; round remainders up or down
depending on the context.
I can divide a two-digit number by a one-digit number using a number
line
I can decide whether to round up or down when there is a remainder
Most pupils will be able to:
Solve 18  2 as:
Sharing: 18 sweets are shared between 2 people. How many do they
have each?


   
  
Grouping: There are 18 sweets. How many people can have 2 each?
(How many 2s make 18?) (record as jumps on a number line)
Solve calculations such as 17  5 = 3 r 2 by recording jumps on a
number line.
How would you find how many teams of 5 can be made by 32
children? What about teams of 4 with 32 children?
Written methods for Division
Mathematical explanation and discussion and the using and applying of skills are to be built into the learning connected with this target
Year Target
Group Target
Key Resources /
Models and Images
Outcomes
Yr 3
Must
Should
Could
Represent sharing and repeated subtraction (grouping) as division.
Use practical and informal written methods to support division,
including calculations with remainders.
Use the symbols ÷ and = to record number sentences
I share or group to divide.
I can record my answer in pictures, on a number line or as a number
sentence.
I know there will sometimes be a remainder when dividing.
Use practical and informal written methods to divide two digit
numbers by a single digit number; round remainders up or down
depending on the context.
I can divide a two-digit number by a one-digit number using a number
line
I can decide whether to round up or down when there is a remainder
Develop and use written methods to divide a two digit number by a
single digit, including division with remainders
I can divide a two-digit number by a one-digit number using a written
method
If there is a remainder when I divide, I can work out whether to round
the answer up or down.
Sweets
Biscuits
Grapes
Counters
Cubes etc.
ITP Number grid
ITP Grouping
ITP counting
ITP remainders
Pairs of socks/shoes
Money
Eggs in egg boxes
Laminated number
lines +pens
Bead strings
Most pupils will be able to:
Solve 26 ÷ 3 = 8 r2
Buns are packs in boxes of 4. If there are 37 buns, how many complete
boxes are there?
32 children are going on a school trip. 3 children can travel in each car.
How many cars are needed?
Show how to record 47  5 = 9 r 2 using a number line.
Yr 4
Must
Should
Could
Use practical and informal written methods to divide two digit
numbers by a single digit number; round remainders up or down
depending on the context.
I can divide a two-digit number by a one-digit number using a number
line
I can decide whether to round up or down when there is a remainder
Develop and use written methods to divide a two digit number by a
single digit, including division with remainders
I can divide a two-digit number by a one-digit number using a written
method
If there is a remainder when I divide, I can work out whether to round
the answer up or down.
Refine and use efficient written methods to divide a three digit
number by a single digit.
I can divide a three-digit number by a one-digit number
If there is a remainder when I divide, I can work out whether to round
the answer up or down
Counters, cubes and
other objects to
group or share.
Most pupils will be able to:
 Solve: 72 5 using a written method:
ITP Number grid
ITP Grouping
ITP remainders
Money
Eggs in egg boxes
Laminated empty
number lines + pens

72
50
22
20
2
(10 x 5)
(4 x 5)
Answer : 14 remainder 2
75 ÷ 4
75
40 (10 x 4)
35
- 32 (8 x 4)
3
Answer: 18 remainder 3
Can you think of a question for which 75 ÷ 4 = 19 (round up) and one
for which the answer is 18 (round down)
Written methods for Division
Mathematical explanation and discussion and the using and applying of skills are to be built into the learning connected with this target
Year Target
Group Target
Key Resources /
Models and Images
Outcomes
Yr 5
Must
Should
Could
Develop and use written methods to divide a two digit number by a
single digit, including division with remainders
I can divide a two-digit number by a one-digit number using a written
method
If there is a remainder when I divide, I can work out whether to round
the answer up or down.
Refine and use efficient written methods to divide a three digit number
by a single digit.
I can divide a three-digit number by a one-digit number
If there is a remainder when I divide, I can work out whether to round
the answer up or down
Use efficient written methods divide integers and decimals by a one
digit number
I can use efficient written methods to divide integers by a one or two
digit number
I can divide numbers with one decimal place by one digit number.
0-100 bead strings
Objects to either
group or share.
Whiteboards + pens
Most pupils will be able to:
Estimate and solve: 256 ÷ 7 lies between 210  7 = 30 and 280  7 =
40
256
70 (10 x 7)
186
140 (20 x 7)
46
42
(6 x 7)
4
Answer: 36 remainder 4
0-100 Bead bar for
modelling the
quotient as a
fraction.
Yr 6
Must
Should
Could
Refine and use efficient written methods to divide a three digit number
by a single digit.
I can divide a three-digit number by a one-digit number
If there is a remainder when I divide, I can work out whether to round
the answer up or down
Use efficient written methods divide integers and decimals by a one
digit number
I can use efficient written methods to divide integers by a one or two
digit number
I can divide numbers with one decimal place by one digit number.
Extend division to dividing three digit integers by two digit integers.
Divide decimal numbers efficiently
I can use efficient written methods to divide three digit number by two
digit numbers.
I can divide decimal numbers efficiently.
Whiteboards + pens
Most pupils will be able to:
Estimate and solve: 977 ÷ 36
977
360 (10 x 36)
617
360 (10 x 36) refine 257
to
- 180 (5 x 36)
77
72 (2 x 36)
5
977
720
257
180
77
72
5
(20 x 36)
(5 x 36)
(2 x 36)
Answer: 27 5/36
676÷8, 245 ÷ 9 , 334 ÷ 15
Use a written method to solve:
87.5 ÷ 7
109.6 ÷ 8
239.22 ÷ 6