Step 1 Objective
Understand division as grouping or sharing and recognise that division is the inverse of multiplication.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
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 × 9 = 63, what is 63 ÷ 7? What other facts, do you know?
- If 121 ÷ 11 = 11, what is the answer to 11 × 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?