TOPIC
Division 1
Strand: Number
Strand unit: Division
Curriculum Objectives
607
Divide a 4-digit number by a 2-digit number, with and without a calculator
Divide a decimal by a 2-digit number.
Looking back: What the 5th class programme covered
1. Dividing a 3-digit number by a 2-digit number, with and without a calculator.
2. Dividing a decimal number by a whole number, with and without a calculator.
Maths skills used in this topic
1. Applying and problem-solving: Apply mathematical concepts and processes, and plan and
implement solutions to problems, in a variety of contexts.
2. Communicating and expressing: Communicate and express mathematical ideas, processes
and results in oral and written form.
3. Integrating and connecting: Make mathematical connections within mathematics itself,
throughout other subjects, and in applications of mathematics in practical everyday contexts.
Concrete materials
Notation board, place value mat, abacus, cubes
Vocabulary
Remainder, rounding, digit, long division, share, equally, the product of a number, divide, evenly,
groups of, estimate, places of decimals, left over, round, divisible, quotient, divisor, dividend
Teaching points
Constant practice is needed on division number facts, so continuous revision of division tables
is required. At this stage, children should be totally familiar with multiplication and division
tables. Also, emphasise the importance of keeping the decimal point of the answer in line
with the decimal point of the question. Estimating the answer before tackling any sum is to be
recommended so children can see if their answer makes sense. Children should be encouraged to
check their answer afterwards by using the calculator as this is good practice.
Oral and mental activities
Fans:
Show 24 divided by 6, repeat with other tables. Use different language. Show a number that is
divisible by 4, 5, 6, 7, 8, etc. How many bundles of 8 can you make with 56? Divide 84 sweets
between 12 children. If 12 tickets cost €132, how much was each ticket?
Loop game (see Folens Online resources):
Division
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Target board 2 or 3:
Half each number.
Target board 3:
Divide each number by 10, then find out how many 50s in each number.
Topic suggestions
1. Constant practice is needed on division number facts so continuous revision of division tables is
required. At this stage, children should be totally familiar with multiplication and division tables.
2. Play games such as Division Tables Champ. Tell all the children in the class to stand in their
places. Ask each pair of children a division table. The child who gives the correct answer first
remains standing. When you have only 3 children left standing, they go to the front of the
class for the sudden-death tiebreaker. The first to get 3 tie-breaking division questions correct
is the Tables Champ.
3. Emphasise the importance of keeping the decimal point of the answer in line with the
decimal point of the question.
4. Estimating the answer before tackling any sum is to be recommended so children can see if
their answer makes sense.
5. Children should be encouraged to check their answer afterwards by using a calculator as this
is good practice.
6. Long division of 3-digit numbers by 2-digit numbers is familiar to the children from 5th class.
However, long division can be a tricky concept so rounding, estimating, multiplication,
subtraction and place value would need to be reviewed again to familiarise the children with
these operations.
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7. Name decimals less than 1 but more than 2 .
8. Name decimals more than 2 but less than 2 34 .
9. Put decimal numbers on small cards. Children order the cards starting with the smallest and
then the biggest decimal number.
10. Children put the decimal numbers in their correct place on the number line.
11. Plan the furnishing of a house which is shared by 6 people. Using a catalogue or the internet,
plan what you will put in each room and divide the cost of each item between the 6 tenants.
12. Plan a week’s holiday to Paris for a group of 85 senior citizens. Using the internet, cost
the accommodation, food, tips, bus hire, plane fare, etc. and divide the cost of everything
between the 85 senior citizens.
Activity A
1. A group of 45 tourists go on holiday together. They each do various activities each day in
different groups. Calculate the cost of each activity per person. (swimming: €16, dinner:
€19, water park: €21, snorkelling: €96, car hire: €54, aquarium: €8)
2. If John pays for snorkelling, a visit to the aquarium and car hire, what does he spend in
total? (€158)
3. What is the most expensive activity? (snorkelling)
4. What is the least expensive activity? (aquarium)
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Differentiation
Lower attainers:
Separate activity sheet
Higher attainers:
Separate activity sheet
Topic
1. (a) 8
Topic
440
(b) 6 516
(c) 9 414
(d) 7 413
(e) 5 770
(f) 4 776
2. (a) 39 794
(b) 42 632
(c) 17 952
(d) 72 648
(e) 27 486
(f) 69 897
1. 59 pencils cost €26.55. How much does one pencil cost? ______________
2. A family share a prize of €48,676 in the lottery. The parents get €12,654 each. The four children
share the balance equally. How much does each receive? ______________
3. (a) 17 5.78
(b) 21 98.7
(c) 72 26.784
(d) 74 21.904
(e) 35 80.5
(f) 72 24.408
(g) 34 6.46
(h) 86 27.52
(i) 27 9.99
(j) 55 21.01
(k) 22 18.04
(l) 62 27.28
3. 276 wedding guests attend a wedding. 12 can be seated at a table. How many tables are needed
to accommodate all the guests? ___________
4. 624 school children are going on a tour. Each bus can hold 45 passengers. How many buses does
the school need? ___________
5. (a) 83 3,901
(b) 79 4,266
(c) 93 7,812
6. (a) 78.47 ÷ 100 = _________
(c) 584.3 ÷ 1,000 = _________
(e) 1.49 ÷ 100 =
_________
(g) 74.38 ÷ 1,000 = _________
(i) 1.5 ÷ 100 =
_________
(d) 47 4,136
(e) 77 4,774
(f) 54 4,698
4. There were 6,291 books in a truck. The books had to be packed in boxes of 25. 16 of the books
were damaged and were not packed. How many boxes were needed for the books? ___________
(b) 8,307 ÷ 1,000 = _________
(d) 93.5 ÷ 100 =
_________
5. How many times can I take 65 from 8,035 and what will be left? ___________ ___________
(f) 587 ÷ 10 =
_________
(h) 1.473 ÷ 100 = _________
(j) 3.697 ÷ 1,000 = _________
6. A gardener plants 64 strawberry plants in each row. How many rows can he plant with 9,438
plants? How many plants will be left over? ___________ r ___________
7. James earns €89 per week while a student. He has earned €1,068 so far. How many weeks has
7. Write the missing numbers in the boxes.
he worked? ___________
8. (a) 38 82.84
(b) 29 14.21
(c) 34 32.30
(d) 58 15.66
(e) 67 43.55
(a) 496 ÷
= 72 ÷ 9
(b) 325 ÷
= 35 ÷ 7
(c) 525 ÷
= 49 ÷ 7
(d) 928 ÷
= 128 ÷ 8
8. A tank holds 1,344 litres of water when full. The tank has been leaking and is now
(c) 25 18.25
(d) 58 31.90
(e) 37 24.05
10. Ms Flannery spent €45.59 on new notebooks for 97 pupils in the school. How much did each
notebook cost? ___________
Name: _______________________________________
Date: ___________________
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133
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4
full.
If it is leaking at a rate of 56 litres per hour, how long will it take to empty? __________________
Name: _______________________________________
Date: ___________________
© Folens Photocopiables
(b) 19 95.19
© Folens Photocopiables
9. (a) 29 83.23
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Linkage
Operations: Multiplication, subtraction (repeated subtraction)
Number: Place value, problem solving, fractions, decimals
Measures: Money
Integration
History: Estimating and calculating numbers of casualties and deaths borne by individual
European countries in the two World Wars
Geography: Average height of mountain ranges; average population of towns and cities
Maths at home/parental involvement
1. Estimate and calculate the unit price of individual items that are sold in bulk.
2. Estimate and calculate the cheapest place to buy petrol.
3. Calculate the price each individual has to pay in a restaurant when the bill has to be
shared equally between several people.
Notes
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