### Teaching and Group Activities for Understanding

**Day 1 Teaching**

Model short division to find 2381 ÷ 3. Cover the digits 3, 8 and 1 with a sticky note. Make 2381 using base-10 equipment or use the ‘Short division 1’ presentation. Point out that we cannot make a group of three 1000s blocks from the two 1000s blocks available. Move the sticky note to reveal the 3. Change the two 1000 blocks for twenty 100 blocks. How many 3s in 23? Continue the division to give answer 793 r 2. Repeat with 1381 ÷ 6 and 1281 ÷ 5 using just the sticky notes.

**Group Activities**

-- Investigate short division of given 4-digit numbers. Explain a pattern in the remainders.

**Day 2 Teaching**

Use the ‘bus shelter’ short division layout to model calculating 5466 ÷ 4. Agree the remainder as 2. We can divide 2 by 4 to give 2/4. How can we simplify this? Agree the answer as 1366¹/2. Repeat for 5120 ÷ 6, agreeing an answer of 853¹/3. Write 5118 ÷ 6. What do you think will be the answer to this? Can you suggest other divisions by 6 that will not have a remainder? A division that will have 1/6 in the answer?**Group Activities**

Use the in-depth problem-solving investigation ‘Remainder runners’ as today’s group activity.

Or, use these activities:

-- Make a 3-digit number; divide by a fourth number. Score the remainder.

-- Divide 4-digit numbers by single-digit numbers, investigating largest possible fraction remainders.

**Day 3 Teaching**

Write: 472 ÷ 4, 3958 ÷ 3, 2786 ÷ 4, 7975 ÷ 4. Children agree an estimate for each. Take feedback on how they did this. Model a calculation of 2786 ÷ 4 using base-10 equipment or use the presentation provided. Express the remainder as fraction and simplify to 696¹/2. Children calculate 2054 ÷ 3 on their whiteboards. Challenge children to write a division with an answer of more than 1000 and one with an answer of less than 1000.**Group Activities**

-- Practise short division of 3- and 4-digit numbers, creating calculations with number cards.