Number & Algebra
Chapter 6 | Division
Teacher Resource Sheets
Getting Started
Going Tramping (Getting started 6)
(You could use this sheet before starting the chapter to revise the relationship between multiplication and division.)
This displays the Getting started on page 119 of the Student Resource Book.
- You could put students into groups of three and ask each student in the group to work out the answer using one of the ways suggested. Each group could then discuss each way and decide which way they thought was the most efficient.
- At Level 2 teachers need to encourage strategies which employ addition, subtraction or multiplication facts, rather than counting strategies. It is useful for students to be given activities that practise and use basic facts knowledge to support fluent recall. By the end of Level 2 students should be confidently recalling 2s, 5s and 10s multiplication and division facts.
Dividing by sharing or making equal groups
Using 10 x 10 arrays to divide (Teacher Resource Sheet 19)
(You could use this sheet in conjunction with the teaching section about sharing or making equal groups on page 122 of the Student Resource Book.)
This displays a 10 x 10 array and shows students how the can mask a part of the array with two pieces of card (or one piece of card cut to an L shape) to solve a division problem 20 divided by 4 or 5.
Encourage students to make one group of the size being made or the number being shared between, and then slide one card back to expand the array, showing more ‘groups’ or ‘rounds of sharing’.
- It is helpful to make small arrays that can be easily accessed by students who have difficulty recalling an appropriate multiplication fact to help them solve a division problem.
- You could have students show how they would answer the Ava’s problem using arrays of their own.
- Number lines are also frequently used to represent repeated addition or subtraction of equal groups.
Lots of food (Teacher Resource Sheet 20)
(You could use this sheet prior to Activity 1 on page 124 of the Student Resource Book.)
This displays two pages, one with a sharing division and one with a making equal groups division. For both, three different ways of working out the answer are shown, and students are asked which way they think is most efficient.
- You could use these two pages to check students understand the difference between dividing by sharing and dividing by making equal groups.
- Encourage students to use multiplication to work out the division answer but if students don’t know their tables this activity could convince them that it is the most efficient way to find the answers to a division problem.
- You could divide the class or group into groups according to which way they chose as the most efficient in part a, and see which group finds the answer to part b most quickly.
Dividing with larger numbers
Seed sale (Teacher Resource Sheet 21)
(You could use this sheet as a further example to support the teaching section or revise place value prior to Activity 3 on page 127 of the Student Resource Book.)
This displays a fundraising scenario involving 3-digit numbers that must be divided by 10, by 5 and by 2.
- Teachers could use play money to revise understanding of how many tens in a 3-digit number.
- Because of the odd digit, students may have difficulty dividing 150 or 500 by 2. Using play money or other place value materials will be helpful if students are focused on the dividing the digit ‘5’, rather than the value of the digit, i.e. 5 tens or 5 hundred.
Remainders
Is there anything left over? (Teacher Resource Sheet 22)
(You could use these sheets prior to the practical on page 10 of the Student Resource Book, to help students focus on the number patterns of products multiplied by 2, 5 or 10.)
This displays two sheets of numbers. The first asks students which numbers could be divided evenly by 2, 5 or 10 (i.e. with no remainders / left overs). The second sheet asks what the remainders will be for the numbers which cannot be divided evenly.
- A hundreds board (either a chart or frame with rotating numbers) might be helpful for making these patterns more explicit. For example, numbers that divide by 2 could be turned over / circled and then students could indicate which other numbers on the board might divide evenly by 2 etc.
- Being able to identify numbers which are close to dividends or products of known facts is useful for anticipating division outcomes and provides a good foundation for partitioning to divide larger numbers at Level 3.
Would that be fair? (Teacher Resource Sheet 23)
(You could use this sheet to support students understanding of division as equal sharing and the concept of remainders prior to Activity 4 on page 129 of the Student Resource Book.)
- This activity could be carried out in small groups using 18 Unifix cubes or similar materials to explore different ways of equally sharing this quantity.
- It is helpful if students are encouraged to find ways of working systematically and recording their exploration. Teachers could ask how students will know when they have found all the possibilities.
