When children have conceptual understanding and fluency using the bus stop method without remainders, they can then progress onto their remainder ‘carrying’ across to the next digit. Generalisations True or false? Dividing by 10 is the same as dividing by 2 and then dividing by 5. Can you find any more rules like this? Is it sometimes, always or never true that ÷ = ÷ □ ∆ ∆ □? Inverses and deriving facts. one, get lots free!’ e.g.: ‘Know 2 x 3 = 6, so 3 x 2 = 6, 6 ÷ 2 = 3, 60 ÷ 20 = 3, 600 ÷ 3 = 200 etc. Sometimes, always, true questions about multiples and divisibility. (When looking at the examples on this page, remember that they may not be true’!) E.g.: ‘always Multiples of 5 end in 0 or 5. The digital root of a multiple of 3 will be 3, 6 or 9. The sum of 4 even numbers is divisible by 4. Addition Year 1 Year 2 Year 3
When children have conceptual understanding and fluency using the bus stop method without remainders, they can then progress onto ‘carrying’ their remainder across to the next digit. Generalisations True or false? Dividing by 10 is the same as dividing by 2 and then dividing by 5. Can you find any more rules like this? Is it sometimes, always or never true that □ ÷ ∆ = ∆ ÷ □? Inverses and deriving facts. ‘Know one, get lots free!’ e.g.: 2 x 3 = 6, so 3 x 2 = 6, 6 ÷ 2 = 3, 60 ÷ 20 = 3, 600 ÷ 3 = 200 etc. Sometimes, always, true questions about multiples and divisibility. (When looking at the examples on this page, remember that they may not be ‘always true’!) E.g.: Multiples of 5 end in 0 or 5. The digital root of a multiple of 3 will be 3, 6 or 9. The sum of 4 even numbers is divisible by 4. Addition Year 1 Year 2 Year 3