1. Mathematics at Martin Frobisher Infant School
Division

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

3. 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.

4. 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.

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

6. 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?

7. 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

8. 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

9. 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

10. 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.

11. Questions
Any questions?

12. 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 =