Examples of what pupils should know and be able to do
Probing questions
Do all divisions have remainders?
Make up some division questions that have a remainder of 1. How did you do it?
Make up some division questions that have no remainder. How did you do this? Why don't they have a remainder?
What if pupils find this a barrier?
Discuss with pupils why there are remainders and refer back to the concept of an array. e.g. to divide 46 by 5 use counters to make the array with an appropriate width to establish that it is not possible. Use Remainders ITP - Zip file (456Kb).
Grouping ITP - Zip file (459Kb) makes links to the number line.
Discuss problems that have a remainder and decide whether it is appropriate to round up or down or leave the remainder written.
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