Division in Early Years Foundation Stage Children in Nursery and Reception begin the early stages of multiplication through;

Combining sets by adding e.g. 3 + 3 + 3 = 3 lots of 3 Counting in twos and tens Doubling Sharing (everyday activities).

Year 1 In year 1 children begin to use the vocabulary for multiplication and build on the practical work covered in Early Years Foundation Stage in a practical context such as ;

Practical sharing Sharing/dividing games Once the children have started to record their work using informal written methods they progress in complexity as they move through the school. As children progress at different rates the year groups assigned to each method are used as a guideline only.

Progression in Division Year 2 Division is represented as sharing and repeated subtraction (grouping). Practical and informal written methods and vocabulary are used to support calculations including division with remainders. Children solve problems involving division in contexts of numbers, measures or pounds and pence.

Sharing 9÷3=3

Grouping 9÷3=3 Practical sharing As the children progress practical and informal written methods are used to divide two digit numbers e.g. 50 ÷ 4 , round remainders up or down, depending on the context Children understand that division is the inverse of multiplication and vice versa, and use this to record related number sentences.

Grouping Using a Number Line - Year 3 ******** 16 ÷ 8 = 2 ********

(I start at zero and count in 8s until I get to 16) To do 42 ÷ 3 I can count on in 3s.

Grouping and Chunking on a Number Line. It’s easier and quicker to jump 3 x 10 in one jump.

Remainders - Years 3 and 4 When you divide you sometimes have some left that can’t be made into a group. This is called a remainder. With only one left, you can’t make a group of 3.

43 ÷ 3 = 14 r 1

72 ÷ 5 = 14 r 2 Count on in 5s. Ten 5s are 50 and four 5s are 20 shown on the number line There is only 2 more which is not enough to make another jump so these are the remainder. That means I have done 14 jumps of 5, with 2 left, remainder 2

72 ÷ 5=

72 ÷ 5 = 14 r 2

(2 left – not enough to make a group of 5)

This works for larger numbers too.

196 ÷ 7 =

196 ÷ 7 =28

Division using Chunking - Year 4 As division progresses children use their understanding of place value to divide whole numbers and decimals by 10, 100 or 1000. Moving on from the number line efficient written methods are refined to include dividing HTU ÷ U using chunking.

925 ÷ 6 = 154 r 1 100 + 6

50 +

4 r 1

600 + 300 + 24 + 1

or 1 5 4 3

6

2

9 2 5.

1

r1

As children progress at different rates the year groups assigned to each method are used as a guideline only. However, children need to experience each method in order to fully understand division before moving on to a more formal method which is not usually introduced until towards the end of year 4.