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Year 4

We can divide a two-digit number or a three-digit number by a one-digit number.We know how to interpret a remainder.

What we are learning:

• It is most common to read 54 ÷ 6 as 54 divided by 6, it may support your child’s understanding to read the same question as How many groups of 6 are there within 54?
• The correct maths vocabulary to be used with division is dividend ÷ divisor = quotient (pronounced “Kwo-shant”) using this language will make it easier to explain and talk about division.
• In order to be able to solve division questions quickly children need speedy recall of times-tables facts. We use times-tables facts to work out the answers to division questions, i.e. How many groups of 6 are there in 54?
The answer is that 9 x 6 is 54, so there are 9 groups of 6 in 54
• A simple way to divide a two-digit number by a one-digit number is to partition the dividend into two or more numbers (multiples) that can be divided easily, i.e. To calculate 52 ÷ 4, partition the 50 into 40 + 12 as both of these can be divided by 4Simply divide each part of the 50 in turn now by 4
40 ÷ 4 = 10
12 ÷ 4 = 3
The quotient is 13 (since 10+3 is 13)
• Using the same method to calculate 53 ÷ 4, when we partition the 50 we cannot do this entirely from multiples of the divisor, 50 = 40 +12 +1, so we KNOW there will be a remainderSimply divide each part of the 50 in turn now by 4
40 ÷ 4 = 10
12 ÷ 4 = 3
The 1 will become the remainder
The quotient is 13r1

Activities you can do at home:

Work through the following practice division questions together. Partition the dividend into multiples of the divisor. Look out for the remainder!
52 ÷3, 74 ÷ 6, 63 ÷ 4, 81 ÷ 5, 59 ÷ 4

You can partition these numbers like this:
52 ÷ 3 is the same as 30 ÷ 3 and 22 ÷3 then add the quotients
74 ÷ 6 is the same as 60 ÷ 6 and 14 ÷ 6 then add the quotients
81 ÷ 5 is the same as 50 ÷ 5 and 31 ÷ 5 then add the quotients
59 ÷ 4 is the same as 40 ÷ 4 and 19 ÷ 4 then add the quotients

When we extend this to dividing a three-digit number by a one-digit number
we will have to partition the three digit number carefully.
345 ÷ 3 is the same as 300 ÷ 3, 30 ÷ 3 and 15 ÷ 3 then add the quotients
465 ÷ 5 is the same as 400 ÷ 5, 60 ÷ 5 and 5 ÷5 then add the quotients

Good questions to ask and discuss:

Can you explain what the following are: divisor, dividend, quotient, and remainder?

Does not know their tables or cannot work them out
They are not ready for division, or will need to use objects to visualise the calculation, e.g. for 24 ÷ 6 you will need to take 24 objects and sort them into 6 groups. The questions to ask then are, Are the groups equal in size?
Are there any objects left over that cannot be put into a group because they will make it different from the others? This is the remainder.