Examples of what pupils should know and be able to do
- Pegboards example of pupils work - Acrobat pdf document (263Kb)
- Multiplication and division practice example of pupils work - Acrobat pdf document (218Kb)
Probing questions
What is the answer to 20 ÷ 5? Can you make up a problem that means you need to work out 20 ÷ 5 to solve it?
Can you tell me some numbers that will divide exactly by 2? by 5? by 10?
How do you know?
Give pupils a set of numbers that are related by multiplication and division facts, along with the multiplication, division and equals signs. Ask them to form some multiplication and division statements. Ask them to match the ones that are linked in some way and to explain why. For example:
- If 7 x 9 = 63, what is 63 ÷ 7? What other facts do you know?
- If 121 ÷ 11 = 11, what is the answer to 11 x 11?
- If I divide a number by 4 and then multiply the answer by 4, what happens?
- Is 2 ÷ 4 the same as 4 ÷ 2? Why not?
What if pupils find this a barrier?
Build on the ideas of arrays (see FTM(P)Y123 p. 47 - Acrobat pdf document (28Kb))
Pupils need to be able to see the different images associated with division.
Sharing: for example 6 sweets are shared
equally between 2 people, i.e. one for me, one for you.
Grouping: (or repeated subtraction) there are 6 apples in a box – how
many bags of 2 apples can be filled?
Grouping ITP - Zip file (459Kb) be helpful to model the thought process and to make links with the number line.
Refer to Teaching Mental Calculation Strategies to L5 page 31 - 44 - Acrobat pdf document (147Kb)
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