Millie had 6 toffees, she gave half to her friend. How many toffees do they each get? Children working at year 1 Children will develop understanding of multiplication and use jottings to support calculation: Sharing equally Use sharing to answer division questions; Suppose 15 pencils were to be shared out between three children. How many pencils would each child get? Explain to me how you could work it out. Experience divisions that give rise to remainders, such as: Three friends share 16 marbles equally. How many marbles does each friend get? How many marbles are left over? Grouping or repeated subtraction Use practical equipment or objects to answer questions such as: How many 2s make 12? Relate this to the division 12 2. Use objects or a number line to support, record or explain this. For example, starting from 12, jump back in steps of 2, or starting with 12 counters, keep on taking away 2 counters. Record this as repeated subtraction and as division:
Millie had 6 toffees, she gave half to her friend. How many toffees do they each get? Children working at year 1 Children will develop understanding of multiplication and use jottings to support calculation: Sharing equally Use sharing to answer division questions; Suppose 15 pencils were to be shared out between three children. How many pencils would each child get? Explain to me how you could work it out. Experience divisions that give rise to remainders, such as: Three friends share 16 marbles equally. How many marbles does each friend get? How many marbles are left over? Grouping or repeated subtraction Use practical equipment or objects to answer questions such as: How many 2s make 12? Relate this to the division 12 2. Use objects or a number line to support, record or explain this. For example, starting from 12, jump back in steps of 2, or starting with 12 counters, keep on taking away 2 counters. Record this as repeated subtraction and as division:
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