Mathematics at Martin Frobisher Infant School Division

Repeated addition and subtraction Division Share Grouping Equal Divided by Repeated addition and subtraction

National curriculum- End of year 2 expectations linked to division Expected Pupils can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve problems, demonstrating an understanding of commutativity as necessary. E.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7 The pupil can identify 1/3, ¼, ½, 2/4, ¾ and know that all parts must be equal parts of the whole.

National curriculum- End of year 2 expectations linked to division Working at greater depth Pupils can determine remainders given known facts (e.g. given 15 ÷ 5 = 3 has a remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 2) The pupils can solve word problems with more than one step. The pupil can solve more complex missing number problems.

Resources we use in school Numicon Base 10 Diennes apparatus Number track Number line Hundred square Brain only!

Building blocks in division Early division in year one Practical activities involving sharing such as distributing cards when playing a game, putting objects into hoops etc. Using pictures and marks E.g. 12 fish are shared between 4 tanks. How many are in each tank?

Introducing the ÷ and = sign Year two Showing the children what the ÷ sign means and using it in a range of different sentences. Using understanding of inverses with multiplication to solve. 6 ÷ 2 = ___ 6 ÷ __ = 3 __ ÷ 2 = 3

Methods for solving division Using and drawing arrays- similar to multiplication Sharing- using objects to physically share between small numbers Grouping- using a number line

Grouping There are 6 sweets. How many people can have 2 each Grouping There are 6 sweets. How many people can have 2 each? (How many 2’s make 6? 6 divided by 2) + 2 + 2 + 2 1 2 3 2 6 4

Fluency – Reasoning – Problem Solving Once children have understanding of the method and can divide fluently, they can move on to reasoning and problem solving challenges. Maths is not just about the fluency.

Questions Any questions?

Opportunity to work with child 12 children get into teams of 4 to play a game. How many teams are there? 8 sweets are shared between 2 people. How many sweets do they get? 15 ÷ 3 = ___ ÷ 10 = 3 21 ÷ 10 =