Examples of what pupils should know and be able to do
Use efficient methods of repeated subtraction, by subtracting multiples of the divisor before moving to short division.
196 ÷ 6 is approximately 200 ÷ 5 = 40
Answer 32 R 4
Probing questions
How do you go about estimating the answer to a division?
Explain how you got the answer to this division.
Give pupils some short divisions with typical mistakes in them. Ask them to find the mistakes and talk through what the person has done wrong. Ask them to correct the mistakes.
What if pupils find this a barrier?
TL4Y7 Number 2 N2.2 - Acrobat pdf document (63Kb) is very useful in taking pupils through the progression to more formal written methods.
Division Grid ITP - Zip file (460Kb) is useful as it links to the grid method for multiplication.
For guidance on written division refer to the document 'The National Numeracy Strategy: Teaching written calculations – guidance for teachers at Key Stages 1 and 2' (QCA/99/486) pp. 49-55.
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