Year 4 Divide up to 3-digit number by a single digit
(without remainders initially)
Continue to develop chunking method to more efficient chunks
of multiples of the divisor:
Step 1.
Using efficient chunking with the written bus-stop method and
develop this into the use of place value counters.
Repeat this written method with
the children with various 3 digit
numbers to gain number sense of
the dividend and understand the
chunks of multiples of the divisor
being subtracted from the
dividend.
Once children secure, introduce 3
digit dividends where the quotient
has remainders as the answer.
Step 2.
Use place value counters to illustrate a known division
calculation already solved by chunking. (i.e. the above
calculation)
Discuss that to get the initial 60
to chunk, that has 10 groups of 6
(the divisor), it is necessary to
regroup the 100 in to ten 10’s.
Step 3.
Show how the regrouping of the 100 into
the ten 10’s is recorded on the written
algorithm by placing a line through the one
in the hundred place value and recording
that there are now fifteen 10’s.
Step 4.
Refer to the chunking representation of
the written algorithm and discuss how the
groups of the place value counters are the
same as the chunking amounts.
This is an important step to understanding
the number sense of the short division
written algorithm.
Step 5.
Show with the place value counters that to
show the chunk of 36 it is necessary to
regroup the three 10’s into 1’s. Highlight
how this is recorded on the written
algorithm for division.
Discuss “What is the same?” and “What is
different?” with the chunking method and
the place value method. Pay particular
attention to the written algorithm
recording in the place value counter
method.
Step 6.
Compare the chunking method with the place value counter method, discussing the way the
written algorithm is recorded with the place value counters as this leads into the short
written method for division. “What’s the same?” “What’s different?”
Children should be given plenty of time to practice, and the
opportunity to discuss the mathematics behind the methods to
gain a conceptual understanding of the process of recording
for short division.
Once children secure with concept introduce dividends that
result in a quotient with remainders.
Key Vocabulary: share, share equally, one each, two each…, group, equal
groups of, lots of, array, divide, divided by, divided into, division, grouping,
number line, left, left over, inverse, divisor, dividend, quotient, remainder,
multiple, divisible by, factor
Key number skills needed for division at Y4:
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Recall multiplication and division facts for all numbers up to 12 x 12.
Use place value, known and derived facts to multiply and divide mentally,
including: multiplying and dividing by 10 and 100 and 1.
Pupils practise to become fluent in the formal written method of short division
with exact answers when dividing by a one-digit number
Pupils practise mental methods and extend this to three-digit numbers to derive
facts, for example 200
× 3 = 600 so 600 ÷ 3 = 200
Pupils solve two-step problems in contexts, choosing the appropriate operation,
working with increasingly harder numbers. This should include correspondence
questions such as three cakes shared equally between 10 children.