Pells CE Primary School Division stage 2
=Calculation strategies
Putting into practice
Introduction of the division sign
A pet shop has some fish bowls. Each bowl can
house 5 fish.
15
10
Use fingers to represent
different amounts
5
How many bowls are needed for 25 fish? … 28
fish?
Grouping
Using numberline
If you have 30 sweets, how
many children could have 2
sweets each?
0 1
2
3
4
5
6
7
8
9
10 11
etc……..
Children need to
experience remainders
in context. E.g 12
rabbits, 5 can fit in 1
cage. How many cages
are needed? The
answer is 2 remainder 2,
but 3 cages are
30needed for all the
rabbits.
Division as grouping
3
0
1
2
3
4
5
6
7
How many lengths of 10m can you cut from 80m
of rope?
There are 24 cakes. Each pack holds 6 cakes. How
many packs can you fill?
3
3
3
A pet shop has 10 rabbits and 5 hutches. How
many rabbits will go in each hutch?
8
9
10
11
12
Introducing division as counting up in
groups
Vocabulary:
Divided into equal groups of, share equally,
pairs, grouing, divided by, array, column ,
row, remainder, left over, jumps, round
Assessment
Level 1 begin to count in 2’s
Level 2 begin to divide by grouping
Use arrays to make
links with
multiplication
Steps to success: 14÷3
•
•
•
•
Start at 0
Count up in multiples of 3 until you
are as near to 14 as you can, but not
past.
Count how many jumps you made.
Think about what to do with the
amount left over.
Mental strategies to support:
• Counting on and back in
2’s, 5’s and 10’s
• Round up or down after
division
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