1 / 19

Primary National Strategy

Primary National Strategy. Mathematics 3 plus 2 day course: Session 2. Objectives. To identify ways in which a number line can be used to teach division, including representing the quotient as a fraction To consider approaches to mental and written division calculations

mizell
Download Presentation

Primary National Strategy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PrimaryNational Strategy Mathematics3 plus 2 day course:Session 2

  2. Objectives • To identify ways in which a number line can be used to teach division, including representing the quotient as a fraction • To consider approaches to mental and written division calculations • To review progression in division in Years 4, 5 and 6

  3. Number lines and grouping Slide 2.2

  4. TASK What division calculation is represented if: • the step size is 4? • the right-hand marker represents 18? • the middle marker represents 6? Slide 2.3

  5. 17 ÷ 5 = 3 2 5 Remainders Slide 2.4

  6. Remainders 17 ÷ 5 = 3 2 5 Slide 2.5

  7. Discussion point 1 Does this calculation have different answers in different contexts? 22 ÷ 4 When should a remainder be expressed as a whole number? When should the quotient be expressed as a fraction or decimal?

  8. Answer: 258 Informal recording of 43 × 6 Slide 2.7

  9. 240 + 18 = 258 Answer: 258 Informal recording of 43  6 Slide 2.8

  10. Answer: 12 Informal recording of 84 ÷ 7 Slide 2.9

  11. 10 + 2 = 12 Answer: 12 Informal recording of 84 ÷ 7 Slide 2.10

  12. Answer: 918 Progression from the grid method ... 27 × 34Approximate answer: 30 × 30 = 900 Slide 2.11

  13. Answer: 918 ... to an efficient standard method 27  34Approximate answer: 30  30 = 900 Slide 2.12

  14. Progression from ‘chunking’ ... 560 ÷ 24Approximate answer:550 ÷ 25 = 22 Answer: 23 r 8 Slide 2.13

  15. ... to efficient ‘chunking’ ... 560 ÷ 24Approximate answer:550 ÷ 25 = 22 Answer: 23 r 8 Slide 2.14

  16. ... to an efficient standard method 560 ÷ 24Approximate answer:550 ÷ 25 = 22 Answer: 23 r 8 Slide 2.15

  17. Summary • The language ‘divided by’ and images of repeated subtraction or division on a number line help to secure pupils’ understanding of division in KS1 and the early years of KS2 • It is essential that these early ideas are taught well and that pupils develop a conceptual and visual framework linked to the language of division

  18. Summary • The middle years of KS2 should focus on: • how to use both factorising and partitioning as mental strategies for division • how to record these strategies to support or explain their thinking • how and when to express a quotient with a remainder, or as a fraction or decimal (a model of a number line is helpful here)

  19. Summary • The later years of Key Stage 2 should focus on making informal written methods for division, such as ‘chunking’, as efficient as possible, as in the long division method • Pupils working confidently at level 4 should also be able to carry out ‘short’ division of a three- or four-digit number by a single-digit number

More Related