Y3 96 / 3 = Encourage children to move towards coutning in Use drawings of grouping, arrays, numicon to help count multiples to divide more in multiples to use the inverse to calculate division. effciently. Short division 48 / 4 = in grid method 40 8 Relate back to array in Choose number multiplication. that will not need 4 10 2 exchanging. 10 + 8 = 12 Y4, 5, 6 Use place value counters to divide Students can continue to use drawn diagrams with dots Begin with divisions that using the bus stop method alongside or circles to help them divide numbers into equal groups. divide equally with no 42 ÷ 3= remainder. Start with the biggest place value, we are sharing 40 into three groups. We Short division can put 1 ten in each group and we have 1 ten left over. We regroup this ten for ten ones and then share the ones equally among the groups. Encourage them to move towards counting in multiples to Move onto divisions with a divide more efficiently. remainder.
Y3 Short division in grid method Choose number that will not need exchanging. 96 / 3 = Relate back to array in multiplication. Use drawings of grouping, arrays, numicon to help count in multiples to use the inverse to calculate division. Encourage children to move towards coutning in multiples to divide more effciently. 48 / 4 = 40 8 4 10 2 10 + 8 = 12 Y4, 5, 6 Short division Use place value counters to divide using the bus stop method alongside 42 ÷ 3= Start with the biggest place value, we are sharing 40 into three groups. We can put 1 ten in each group and we have 1 ten left over. We regroup this ten for ten ones and then share the ones equally among the groups. Students can continue to use drawn diagrams with dots or circles to help them divide numbers into equal groups. Encourage them to move towards counting in multiples to divide more efficiently. Begin with divisions that divide equally with no remainder. Move onto divisions with a remainder.
Calculation_Policy_-_Civitas_2017.docx