1. Division Progression YR to Y6

2. share them with my friend. How many will we have each?
YR Objectives
Solve problems in real life contexts using concrete objects and pictorial representation, including halving and sharing.
Concrete
Use real life contexts
Grouping
Mum had 6 socks. She grouped
them into pairs.
How many pairs did she make?
Halving
Pictorial
Sharing
I have 10 sweets. I want to
share them with my friend.
How many will we have each?

3. Concrete and pictorial representations.
Y1 Objectives
Calculate the answer using concrete objects, pictorial representations and arrays, showing repeated addition.
Halving
Non-statutory:
Grouping and sharing small quantities.
Grouping
Concrete and pictorial representations.
Real life contexts
Sharing coins between two purses.
Sharing
Halving by sharing on ten frames
using real life objects
Half of 10 is
the same as 5.

4. Concrete and pictorial representations
Y2 Objectives
Sharing and grouping
Abstract symbols used
Grouping using a numberline
Missing number problems
Non-statutory:
Begin to relate division to fractions and measures
Concrete and pictorial representations
Link division to fractions

5. More efficient using a numberline Missing number problems 2 dn ÷ 1 dn
Y3 Objectives
Sharing and grouping
Abstract symbols used
More efficient using a numberline
Missing number problems
2 dn ÷ 1 dn
Remainders
Non-statutory:
Develop efficient mental methods using related
multiplication and division facts.
Concrete and pictorial representations
Use correct terminology.
Related multiplication and division facts.
Use bar model.
Divide by partitioning the dividend.
Divide by regrouping the dividend.

6. Use the terms dividend, divisor and quotient
Y4 Objectives
Division facts up to 12x
Divide by 1.
Divide up to 3 dn by 1 dn
Factor pairs
Solving problems – scaling and correspondence.
Non-statutory:
Derive related facts (If 24 ÷ 6 = 4, 2400 ÷ 6 = 400)
Fluency in short division method
Use the terms dividend, divisor and quotient
Continue to use CPA approach
Use place value counters to divide using the bus stop method alongside
42 ÷ 3=
Start with the biggest place value, we are sharing 40 into three groups. We can put 1 ten in each group and we have 1 ten left over.
Use table facts with which the children are fluent
Divide 3 dn by 1 dn – no remainder
We exchange this ten for ten ones and then share the ones equally among the groups.
Divide 3 dn by 1 dn – with remainder
We look how much in 1 group so the answer is 14.
Bar Model
Division and fractions

7. Use the terms dividend, divisor and quotient
Y5 Objectives
Divide mentally using known facts
4 dn ÷ 1 dn – short division
Divide whole and decimal numbers by 10, 100 and 1000
Solve problems, including scaling by fractions
Non-statutory:
Express non-integer results in different ways eg. remainders, fractions, decimals or by rounding
(98 ÷ 4 = = 24 r 2 = 24 = 24.5 ≈ 25)
Use multiplication and division as inverses to support the introduction of ratio in year 6
Use the terms dividend, divisor and quotient
Solve problems
Write remainder as fraction
4 dn ÷ 1 dn
Bar Model
Use chunking to explain what is happening in short division
and then move swiftly onto short division method.
Use dividends just over 10x the divisor when the divisor is a teen number eg. 173 ÷ 15

8. Use the terms dividend, divisor and quotient
Y6 Objectives
Divide numbers up to 4 dn by a 2dn using long division
Interpret remainders as whole number remainders, fractions, or by rounding
Common factors
Order of operations
Solve problems
Estimation
Non-statutory:
Practise short and long division
Explore order of operations using brackets.
Relate common factors to finding equivalent fractions
Decimals ÷ 2 dn
Long division
Decimals ÷ 1 dn
Decimals ÷ 2 dn
Short division
Use chunking to explain what is happening in short division
and then move swiftly onto short division method.