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Primary National Strategy. Mathematics 3 plus 2 day course: Session 3. Objectives. To review progression in division in Years 4, 5 and 6 To analyse test questions on division as an aid to assessment To consider the errors that pupils may make with division and the implications for teaching.

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primary national strategy

PrimaryNational Strategy

Mathematics3 plus 2 day course:Session 3

objectives
Objectives
  • To review progression in division in Years 4, 5 and 6
  • To analyse test questions on division as an aid to assessment
  • To consider the errors that pupils may make with division and the implications for teaching
discussion point 1
Discussion point 1

What are the things that pupils need to know and be able to do before they move on to division calculations that extend beyond ‘tables facts’?

task pupils errors with division
TASK: Pupils’ errors with division
  • Look at each error and consider its nature. Is it caused by:
    • a careless slip (e.g. a division fact recalled incorrectly)?
    • basic misunderstanding of place value?
    • incorrect or inappropriate application of a method?
    • another reason?
  • Annotate each example with your analysis.
task pupils errors with division1
TASK: Pupils’ errors with division
  • Take one of the errors. What could you do about it as a teacher:
    • to avoid the error happening in the first place?
    • to model and explain the correct approach?
  • If you have time, repeat with another error.
summary
Summary
  • Analyse each error and think about its possible cause – don’t simply re-teach the method
  • Draw careless slips to a pupil’s attention and encourage the pupil to learn arithmetical facts ‘by heart’
  • Tackle misunderstanding of place value by the use of place value boards, multibase blocks and calculators to emphasise that when multiplying and dividing a number by a power of 10 the digits move to the left or right (see the Framework, section 6, pages 6 and 7)
summary1
Summary
  • Misapplication of a written method of division may be caused by:
    • lack of understanding of partitioning and the principle of the distributive law of division – more work on informal recording of mental methods of division is needed
    • being moved on too quickly, without a thorough grasp of all the necessary prerequisite skills
  • If remainders are misinterpreted, model the process on a number line
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