Starter quiz
1. Use the number rods to help you find the missing number in this equation. 6 ÷ 2 = ______- '3' ✓
Use the number rods to help you find the missing number in this equation. 10 ÷ 5 = ______- '2' ✓
- How many 2 cm long number rods are equal to 8 cm? ______
- '4' ✓
- How many 5 cm long number rods are equal to 15 cm? ______
- 'three' ✓
- Aisha and Jun have a piece of card 20 cm long. How many 5 cm long pieces can they cut it into? ______
- '4' ✓
- Aisha and Jun have a piece of card 30 cm long. How many 10 cm long pieces can they cut it into? ______
- '3' ✓
Exit quiz
Use the number rods to help you complete the equation. 8 ÷ 2 = ______- '4' ✓
Use the number rods to help you complete the equation. 20 ÷ 5 = ______- '4' ✓
Use the number line to help you complete the equation. 30 ÷ 5 = ______- '6' ✓
Use the number line to help you complete the equation. 14 ÷ 2 = {{ }- '7' ✓
Jun saw some seastars with 5 legs. He counted 35 legs altogether. How many seastars did he see?- '7' ✓
Jun saw some crabs with 10 legs. He counted 80 legs altogether. How many crabs did he see?- '8' ✓
Worksheet
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Video
Lesson Details
Key learning points
- Division means splitting into equal parts or groups.
- Skip counting in the group size can be used to calculate the number of equal groups in a division story.
- We say 50 divided into groups of 10 is equal to 5
- We can write 50 ÷ 10 = 5
Common misconception
Pupils may think that the 'divisor' (the number we are dividing by) always represents the number of groups.
Avoid generalising the divisor as the 'number of group' for every division problem, explaining that this only works in contexts in which grouping takes place. For sharing problems later in the unit, the divisor is the 'size of each group'.
Keywords
Division - Division means splitting into equal parts or groups.
Multiple - A multiple is the result of multiplying a number by another whole number.
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