TOPIC
9
313
314
315
316
Develop an understanding of division as sharing and repeated subtraction, with
and without remainders.
Develop and/or recall division facts within 100.
Divide a 1-digit or 2-digit number by a 1-digit number with and without
remainders.
Solve and complete practical tasks and problems involving division of whole
numbers.
1. Halving and quartering sets of 20.
2. Subtracting as deducting.
1. Applying and problem-solving: Select appropriate materials and processes for mathematical
tasks and applications.
2. Communicating and expressing: Discuss problems presented orally, pictorially or
diagrammatically; carry out analyses.
3. Integrating and connecting: Understand the connections between mathematical procedures
and concepts. Represent mathematical ideas and processes in different modes: verbal,
pictorial, diagrammatic, symbolic.
4. Reasoning: Make informal deductions involving a small number of steps.
5. Implementing: Execute standard procedures efficiently with a variety of tools.
6. Understanding and recalling: Understand and recall terminology, facts and definitions.
Multi-link cubes, hula hoops, bean bags
Share, divide, equal, repeated subtraction
1. Revise repeated subtraction.
2. Begin with lots of activities on sharing: children, counters, crayons, etc.
3. Allow the children to see the everyday use of division, e.g. putting the class
into groups, putting a group of children into teams for 5-a-side football, teams in a table quiz,
children sharing sweets with their friends.
Fans:
Call out even numbers and ask the children show 12 of that number (with numbers to 100).
Loop game (see Folens Planet Maths Resources):
Halves and doubles.
Target board 2:
Point to the even numbers and ask the children to half each. Then try it with the odd numbers.
Let’s get active:
In the hall or outside get the children to form groups, depending on the class size, e.g. if there
are 30 in a class then divide into 5 groups of 6, 15 groups of 2, 6 groups of 5, 3 groups of 10, etc.
Children can also get into smaller groups and form groups within groups.
Hula hoops and bean bags:
Give groups of children a set of bean bags and 2, 3, 4 or 5 hula hoops and ask them to divide
the bean bags equally in the hoops. This can be done in the classroom, hall or yard. The children
could also divide into groups and get into the hula hoops.
Squirt:
This activity can be used for both multiplication and division. Two children stand back to back
and the teacher calls out a division sum that the class have been working on. When a child knows
the answer they turn around to their opponent and ‘squirt’ them (the children hold their hand up
like they have a water gun and pretend to squirt their opponent). This is the same as buzzing on a
game show before the answer is called out. Then they say the answer out loud, if they are correct
they stay standing and another player comes up. If they are wrong then their opponent gets a
chance to answer and if they are correct, they get to ‘squirt’ and stay up.
Multi-link cubes:
Get children working in pairs using multi-link cubes to share a number of cubes evenly between 2,
5 or 10. The teacher can call out sums or children can create their own.
Target board
Call out the following problems:
1. Half of 100
5. Double 9
2. Double 7
6. Half of 12
3. Half of 40
7. Double 5
4. Double 15
8. Half of 24
Encourage the children to work out the problem mentally and then cross off the correct answer.
As an extension activity, children could fill in their own grid using numbers between 1 and 50.
Encourage them to think about patterns, e.g. doubled numbers are always even, halved numbers
can be both, etc.
Lower attainers:
Separate activity sheet
Higher attainers:
Separate activity sheet
Topic
Topic
9
9
1. Write a division problem for each of the following.
÷ = Share equally
(a) 35 ÷ 5 =
1. Share 15 apples equally between 5 children.
_______________________________________________________________________________
15 ÷ 5 = _____
_______________________________________________________________________________
2. Share 8 apples equally between 2 girls.
_______________________________________________________________________________
8 ÷ 2 = _____
_______________________________________________________________________________
3. Share 30 bananas equally between 10 monkeys.
(b) 60 ÷ 10 =
30 ÷ 10 = _____
_______________________________________________________________________________
4. Share 14 candles equally between 2 cakes.
_______________________________________________________________________________
14 ÷ 2 = _____
_______________________________________________________________________________
5. Share 35 lollipop sticks equally between 5 children.
_______________________________________________________________________________
35 ÷ 5 = _____
(c) 14 ÷ 2 =
2. (a)
10
12
6
2
÷2
18
15
20
10
14
25
8
_______________________________________________________________________________
(c)
(b)
5
_______________________________________________________________________________
30
÷5
50
90
45
20
35
40
30
÷ 10
80
_______________________________________________________________________________
_______________________________________________________________________________
70
10
2. Story Maths
50
For the end of year party, the teacher bought her class some treats. She bought 3 bumper bags
of popcorn, 32 lollipops, 5 trays of apples, 6 packs of gel pens and 30 bouncy balls. They set the
class up so that there were 3 large tables instead of 6 small tables. All the children received one of
3. Match each question to the correct answer.
(a) 40 ÷ 10 = ___
(i) 9
(b) 12 ÷ 2 = ___
(ii) 7
(c) 10 ÷ 5 = ___
(iii) 8
(d) 16 ÷ 2 = ___
(iv) 4
(e) 35 ÷ 5 = ___
(v) 2
(f) 90 ÷ 10 = ___
(vi) 6
each item, although there were some lollipops left over.
(a) How many children do you think are in the class if the number of children is a multiple
of 2, 5, 6 and 10. _____________
(b) How many packets of popcorn were in each bag? _____________
(c) How many children sat at each table? _____________
(d) How many apples were in each tray if there were no apples left? _____________
(f) If the bouncy balls came in 2 packets, how many would be in each? _____________
of treats cost?
© Folens Photocopiables
© Folens Photocopiables
117
(e) How many gel pens were in a packet? _____________
(g) If the apples cost €3 altogether, how much would one apple cost? _____________
(h) Each set of treats cost the same and the total bill came to €45. How much did each of the set
118
Number: Finding fractions of a number, repeated subtraction
SESE Science: Sowing seeds, dividing the seeds into rows
PE: Dividing class and equipment into groups
Art: Sharing equipment
Parents can encourage children to practise division at home by sharing out different items
equally. This could include sharing out food or treats equally between family members or at a
party, dividing playing cards equally between a number of players and planting seeds where
children sow seeds in rows, dividing the seeds equally between the rows.
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
51