Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

The will begin to use arrays with the support of the teacher

Children will develop their understanding of division and use jottings to support calculation

**Sharing equally**

6 sweets shared between 2 people, how many do they each get?

**Grouping or repeated subtraction**

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

**Repeated subtraction using a number line or bead bar**

12 ÷ 3 = 4

**Using symbols to stand for unknown numbers to complete equations using inverse operations**

Ensure that the emphasis in Y3 is on grouping rather than sharing.

Children will continue to use:

**Repeated subtraction using a number line**

Children will use an empty number line to support their calculation.

Children should also move onto calculations involving remainders.

**Using symbols to stand for unknown numbers to complete equations using inverse operations**

Children will develop their use of repeated subtraction to be able to subtract multiples of the divisor. Initially, these should be multiples of 10s, 5s, 2s and 1s – numbers with which the children are more familiar.

Moving onto :

Then onto the vertical method:

**Short division TU ÷ U**

Leading to subtraction of other multiples.

**Exchange**

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.

Children will continue to use written methods to solve short division TU ÷ U.

Children can start to subtract larger multiples of the divisor, e.g. 30x

**Short division HTU **÷ **U**

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

Children will continue to use written methods to solve short division TU ÷ U and HTU ÷ U.

**Long division HTU **÷ **TU**

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.

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