Planning and Activities
Model short division to find 2381 ÷ 3 using sticky notes and base-10 equipment, or the ‘Short division 1’ presentation. Repeat with 1381 ÷ 6 and 1281 ÷ 5 using just the sticky notes.
Group Activities: T with Y5
Y5 -- Investigate short division of given 3-digit numbers. Explain a pattern in the remainders.
-- Investigate short division of given 4-digit numbers. Explain a pattern in the remainders.
Y6 -- Division investigation (square a prime number, add 14, divide by 12, note the remainder).
Use the ‘bus shelter’ short division layout to model 5466 ÷ 4. Agree that we can divide the remainder 2 by 4 to give 2/4. How can we simplify this? Agree the answer as 1366¹/2. Repeat for 5120 ÷ 6. 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: T with Y5/6 activity
Y5 -- Make a 3-digit number; divide by a fourth number. Score the remainder.
Y5/Y6 -- Divide 4-digit numbers by 1-digit numbers, investigating largest possible fraction remainders.
Y6 -- Divide 4-digit numbers by 1-digit numbers, investigating largest possible fraction remainders.
Write: 472 ÷ 4, 3958 ÷ 3, 2786 ÷ 4, 7975 ÷ 4. Children agree an estimate for each. Take feedback on strategies. Model finding 2786 ÷ 4; express the remainder as fraction and simplify. Children calculate 2054 ÷ 3, then write a division with an answer >1000 and one with an answer <1000.
Further Teaching with Y6
Write 555, pointing out that this 3-digit number has all digits the same. Ask children to add the three digits, then calculate 555 ÷ 15, estimating first. Show, using long division.
Group Activities: T with Y6
Y5 -- Use the ‘Remainder runners’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Practise short division of 3- and 4-digit numbers, creating calculations with number cards.
Y6 -- Use short or long division to investigate properties of divisibility.