Short Blocks

# Maths Year 5/6 Spring Multiplication and Division

Each unit has everything you need to teach a set of related skills and concepts.

## Division(suggested as 3 days)

### Planning and Activities

Day 1 Teaching
Say that Y5 are going to use a method of division called short division (sometimes nicknamed the ‘bus shelter’ or ‘bus stop’ method). Use a slide presentation or base-10 equipment to model this method of division for 678 ÷ 3. Solve similar divisions.
Group Activities: T with Y5
Y5 -- Solve short division calculations and investigate remainders. Some children use base-10 equipment to help.
Y6 -- Discuss which divisions have an answer more/less than 100 or 1000. Create short divisions with mixed number answers.

Day 2 Teaching
Use the slide presentation, alongside base-10 equipment, to demonstrate using short division to solve 281 ÷ 3. Repeat for 281 ÷ 6 and 281 ÷ 5.
Further Teaching with Y6
Write 632 ÷ 14. Write the multiples of 14 and then use these to solve 632 ÷ 14 using long division. Repeat this process with 532 ÷ 17.
Group Activities: T with Y6
Y5 -- Solve short division calculations and investigate remainders, including examples where the first digit is less than the divisor.
Y6 -- Use step-by-step ‘efficient chunking’ to perform long division. Practise long divisions and then create similar divisions using the same number and different divisors.

Day 3 Teaching
Y5 calculate 742 ÷ 4 and 742 ÷ 8, and compare the answers. Y6 calculate 348 ÷ 24 and 510 ÷ 24 and compare answers.
Group Activities: T with Y5 or Y6 according to assessment on Days 1 and 2
Use the in-depth problem-solving investigation ‘Dozen divisions’ as today’s group activity.
Or, use these activities:
Y5 -- Explore division, expressing remainders as fractions.
Y6 -- Divide by 16 using the step-by-step chunking process; write remainders as fractions and as equivalent decimals for halves/quarters. Explore patterns of answers ending in .25 or .75 when dividing by 16 and attempt to find dividends with answers ending in .5.

### You Will Need

• Base-10 equipment
• Slide presentation (see resources)
• 1–9 number cards

### Short Mental Workouts

Day 1
Times tables

Day 2
17 times table

Day 3
Equivalent fractions and decimals

### Worksheets

Day 1
Y5: Divide 3-digit by 1-digit numbers, including answers with remainders.
Y6: Divide 3-digit and 4-digit numbers by 1-digit numbers, writing answers as mixed numbers.

Day 2
Y5: Divide 3-digit by 1-digit numbers, including word problems.
Y6: Write multiples and use these to help with long division of 3-digit numbers by 2-digit numbers (answers with remainders).

Day 3
Y5: Divide 3-digit by 1-digit numbers; write remainders as fractions in their simplest form.
Y6: Write multiples and use these to help with long division of 3-digit numbers by 2-digit numbers, writing remainders as decimals and/ or fractions.

### Mastery: Reasoning and Problem-Solving

Y5

• Fill in the missing digits (see download) in this vertical chunking division calculation:
7 8 3 ÷ 9 = ☐
Complete the same calculation using short division.
Which method did you find easier? Explain why.
• (i) Is the answer to 1539 ÷ 3 treble the answer to 1539 ÷ 9?
(ii) Now use short division to find an answer to both calculations. Was your answer to (i) correct?

Y6

558 ÷ 9
308 ÷ 7
7302 ÷ 6
£93.52 ÷ 8
• Which of the following divisions give an answer which ends 1/4 or .25?
3750 ÷ 24
2223 ÷ 18
7300 ÷ 16
Write two more calculations in the form  ÷  that also give a remainder of 1/4.

In-depth investigation: Dozen divisions
Y5 Children use short division to divide 3-digit numbers with consecutive digits by 12. They reverse the digits in the 3-digit number and repeat, then find the difference between the two answers. Y6 As Year 5, but children use long division to divide 3-digit numbers by 2-digit numbers less than 30.

### Extra Support

Y5: Any Left?
Using chunking to divide, answers between 10 and 20, with remainders

Y6: Any left?
Using chunking to divide (answers less than 100)