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Division Calculations - Stage 1

Stage 1-1(4)

Stage 2

Stage 3

Stage 3-1(3)
  • Grouping or repeated subtraction

There are 6 sweets, how many people can have 2 sweets each?

Stage 3-2(3)
  • Repeated subtraction using a number line or bead bar

12 ÷ 3 = 4

Stage 3-3a(1)
  • Using symbols to stand for unknown numbers to complete equations using inverse operations
Stage 3-4(3)

Stage 4

Stage 4-1b

Children should also move onto calculations involving remainders.

Stage 4-2(2)
  • Using symbols to stand for unknown numbers to complete equations using inverse operations
Stage 4-3(3)

Stage 5

Stage 5-1(4)

Moving onto :

Stage 5-2(1)

Then onto the vertical method:

Short division TU ÷ U

Stage 5-3

Leading to subtraction of other multiples.

Exchange

Stage 5-4

Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2.

Children need to be able to decide what to do after division and round up or down accordingly.  They should make sensible decisions about rounding up or down after division. 

Stage 6

Stage 6-1(3)

Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2.

Children need to be able to decide what to do after division and round up or down accordingly.  They should make sensible decisions about rounding up or down after division

Stage 7

Stage 7-1(3)

Any remainders should be shown as fractions, i.e. if the children were dividing 32 by 10, the answer should be shown as 3 2/10  which could then be written as 3 1/5  in it’s lowest terms.

Extend to decimals with up to two decimal places.  Children should know that decimal points line up under each other.

Stage 7-2(2)