### 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.