Stalbridge Primary School
Year
3
KS2 Maths
Division
Children will be used to
the principle of sharing
through play and their
real life contexts,
therefore making
division by sharing a
pathway into
understanding division.
Vocabulary: Groups of, halve, share, share equally, one each, two each, three each, group in pairs, threes, tens,
At this stage children
will be using discrete
models to solve the
problems and will
physically share or group
the models to derive the
answer
Division by sharing with a remainder
Grouping is a foundation
to understanding and
working with arrays
The grouping method
encourages children to
look at the equation in
further detail – to use
grouping they need to
look at the divisor (in
this instance 6 and
group the collection
accordingly)
equal groups of, ÷, divide, divided by, divided into, left, left over, division, remainder
Division by sharing:
12 ÷ 4 = 3
26 ÷ 5 = 5r1
Remainder
Division by grouping:
18 ÷ 6 = 3
We have three groups of 6 hearts with zero remainders, therefore the answer is 3
Division by grouping using arrays:
4 groups of 3
3 groups of 4
3 x 4 = 12
4x3 = 12
Stalbridge Primary School
Arrays are a visual
representation of the
patterns and
relationships between
multiplication and
division. Children should
learn that halving as the
inverse of doubling.
This method requires
children to be confident
users of the subtraction
operation to solve a
division problem.
Counting back
proficiency can be
developed in mental/oral
starters as a whole
class.
KS2 Maths
Division
Division on a number line, using repeated subtraction:
36 ÷ 3 = 12
-3
0
3
6
9
12
15
18
21
24
27
30
33
36
Division as the inverse of multiplication:
45 ÷ 9 = 5
5 x 9 = 45
45 ÷? = 9
Remainders on a number line:
17 ÷ 3 = 5 r2
1
0
2
3
3
6
Children can count on to find the remainder
4
9
5
12
remainder 2
15 17 18
Stalbridge Primary School
Year
4
KS2 Maths
Division
There is an emphasis on
the inverse relationship
between multiplication
and division.
Vocabulary: Key Language: Halve, share, and share equally, one each, two each, and three each…group in pairs, threes… tens,
Children use knowledge
of multiples of 10s and
100s to derive the
answer. However,
children need to
understand that 6
divided by 3 is not the
same as 3 divided by 6
(unlike multiplication)
96 ÷ 12 = 8
96
60 + 36
Development from the
year 3 method, although
arrays are also used in
year 4.
Some children will move
away from using models
and will solely use the
number line. Others will
use both to assist their
calculation.
equal groups of divide, division, divided by, divided into, remainder, factor, quotient, divisible by, inverse.
Mental division (Partitioning):
÷ 12
5 +
3=8
Progressed division by grouping using a number line:
96 ÷ 6 = 16
-60 (10 groups of 6)
-36 (6 groups of 6)
0
36
96
Moving to a vertical number line :
48 ÷ 4 =
12 jumps of 4 so
48 ÷ 4 =12
Understand that
division is the inverse
of multiplication
Stalbridge Primary School
KS2 Maths
The Chunking Method:
Division
161 ÷ 7 =
How many 7’s can you remove from
44?
a)Keep moving chunks of 7.
b)How many chunks of 7 can you
remove?
c) Is there a remainder?
a)How many chunks of 7 in 161?
b)Remove 10 lots of 7 as our chunk size
c)Keep removing chunks of (10 x 7) until you cannot.
d)Use your times table knowledge to remove the last chunk
Is there a remainder?
e)How many chunks of 7 have you removed in total?
Stalbridge Primary School
Year
5
KS2 Maths
Division
Children need to be
secure in their
knowledge of
subtraction for this
method as it is reliant
upon this operation.
Vocabulary: Halve, share, share equally, one each, two each, three each group in pairs, threes… tens, equal
When children become
more comfortable and
familiar with the
chunking method they
can begin to subtract
larger chunks. The size
of the chunks children
are happy to subtract
can be used for
assessment.
87÷6= 14.5
15 tents are required
Introduce rounding up and down with a context – is 14.5 tents an appropriate answer? Can we have ½ a tent?
Children need to apply their answer to the context and round up or down accordingly.
Children need to know a
range of multiples to use
chunking effectively.
groups of divide, division, divided by, divided into, remainder, factor, quotient, divisible by, inverse
Calculator Method
A tent sleeps 6 people. How many tents will be needed if 87 people go to Ten Tors?
Stalbridge Primary School
Year
6
Some children will
continue to use chunking
whilst others will
progress to a compact
written form (short
division).
Children need to be
confident with the
chunking method before
adopting the short
division written method.
Links to partitioning and
chunking from previous
years.
Children estimate the
answer prior to/post
carrying out the
calculation for selfassessment.
Moving to secondary
school children should
have proficient use of
one written method,
either short division or
chunking.
KS2 Maths
Division
Vocabulary: Halve, share, share equally, one each, two each, three each group in pairs, threes… tens, equal groups of divide,
division, divided by, divided into, remainder, factor, quotient, divisible by, inverse.
The number line continues to be used in year 6 for division. Remembering the Inverse of Division is multiplication will aid
your child’s understanding.
56 ÷ 7 =
Children need to think of their 7 times table and use this to work out how many 7’s make 56.
Children also need to be able to check their answers using a calculator.
Progression to year 7:
Formal written method:
a)How many 4s in 5? 1 remainder 1
b)Carry the remainder in front of the next digit, then how many 4s in 18? 4 remainder 2
c)Carry the remainder in front of the next digit, then how many 4s in 24? 6
d)How many 4s in 584?
56 ÷ 7 = 8
Stalbridge Primary School
KS2 Maths
Division