Maths workshop – Division

Thursday 13th May 2010

Sharing objects

Share these six biscuits between three teddies.

How many biscuits does each teddy get?

http://nationalstrategies.standards.dcsf.gov.uk/node/47781

Division as grouping

Share these 9 biscuits between 3 teddies.

How much does each one get?

Linking with halving and quartering shapes

½ ½

¼ ¼

¼ ¼

Arrays as a tool for solving answers

18 ÷ 6 = 3

18 ÷ 3 = 6

Link with multiplication

Using tens and units to solve division problems

48

Arrays to find answers with a remainder

http://nationalstrategies.standards.dcsf.gov.uk/node/47759?uc=force_uj

Remainders: Rounding up or rounding down

6 children fit around a picnic bench. How many benches will I need for 26 children?

Cinema tickets cost £6 each. How many tickets can I buy if I have got £26?

Solving division problems

How many boxes of 6 eggs do I have if I have 36 eggs altogether?

Notation: 36 ÷ 6 =

Array:

Using known facts: I know that 6 x 6 = 36, so 36 ÷ 6 = 6

Jottings: 6 12 18 24 30 36

Vocabulary

Share, share equallyOne each, two each, three each…Group in pairs, threes… tensEqual groups÷, divide, division, divided by, divided intoHalve, quarter, ½, ¼ One each, two each, three each…Group in pairs, threes… tensLeft, left over, remainder

Number sentence

Record, draw, show me, jottings

Ideas to help children at home

• Share out a certain number of objects between toys or family members. How many does each person get?

• Continue to practise counting in 2s, 5s, 10s and extend to 3s, 4s, etc. with KS1 children when ready

• Cut up sandwiches, cakes, pizzas, etc. into halves or quarters and ensure each part is equal

• Ask children to solve ‘real–life’ division problems and explain how they solved it

•Encourage children to use their own jottings to record their work and help demonstrate their thinking

• Support older children with the ‘÷’ notation

• Support Year 2 children with thinking about when to ‘round up’ or ‘round down’ a remainder

Resources to help children with division

                         

½ ½

Any questions?

Please feel free to look at the children’s work, resources and maths vocabulary on display.

I will be pleased to speak to you afterwards if you have any further comments or questions.