Year 6 Week 9 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Year 6 Week 9 Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Use mental strategies to Divide by 10 and halve both divide; multiply; function; N6.3A Recall multiplication and division facts for multiplication
divide by 2, 4, 8, 5, 20 and 25 odd and even numbers double; halve tables up to and including 12 × 12; identify multiples and
factors, including finding all factor pairs of a number, and
common factors of two numbers within these multiplication
tables
N6.3B Recognise square and cube numbers and relate these
to a pattern that forms a square or cube
Teaching Summary
Starter
Halve areas of rectangles to find areas of triangles
Draw a rectangle on the whiteboard. Draw a diagonal line dividing the rectangle into two right-angle triangles. Ask: If the area of the rectangle is twenty-four
centimetres squared, what is the area of one of the triangles? Students respond by writing the area on whiteboards. Repeat with other areas, beginning with even
numbers such as 48 cm2 and 52 cm2, but then including some odd numbers such as 43 cm2 and 51 cm2.
Main Teaching
• Draw a function machine on the whiteboard (three circles, one on top of the other). In the middle circle, write the function ÷2. Write a number, such as 16, in
the top circle and divide by 2, then put the answer into the machine and divide by 2 again. Divide this answer by 2 so the original number has been divided
by 2 three times. Ask students to discuss in pairs: What if we were to replace three functions with one function? What would that single function be?
• Take feedback. Ask students up to the whiteboard to enter some numbers to test their ideas, for example entering 48 and checking that the machine divides
by 8 to give 6.
• Agree that one way of dividing numbers by 8 is halve (divide by 2) three times.
• Write the following numbers on the whiteboard: 448, 331, 842 and 571. Ask: Which two of these numbers do you think would be good to divide by eight in
this way? Why? Students discuss in pairs.
• Take feedback. Discuss that 331, for example, is not an easy number to halve and halve again, whereas 448 is an easy number to halve twice.
• Ask students to try to divide their two suggested numbers by 8, by halving three times.
• Ask students up to use the function machine to check their answers, pausing after each use of the function machine so that they can check each stage.
• Draw another function machine on the whiteboard. Ask: What two function machines could you use to divide by five? Talk to your partner.
• Students try out their suggestions, making sure they include ÷10 followed by ×2. Enter a number, such as 125, into the ÷5 machine and then the same input
into the ÷10 and ×2 machines to check that they give the same output.
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Short Task
Ask students to use the strategy of dividing by 10, then doubling to divide the following numbers by 5: 340, 620, 470, 135 and 225.
Teaching
• Check students’ answers using the function machine on the whiteboard.
• Students discuss in pairs what pair of machines would ÷20.
• Take feedback, students try out their suggestions. Agree, for example, that ÷4 and ÷5 would do the same job, but if we are looking for a way of making it
easier to divide by 20, ÷2 then ÷10 would be better.
Short Task
Ask students to choose two of the following numbers to divide by 20 in this way: 340, 460, 357 and 124.
Teaching
• Take feedback about which numbers students chose to divide by 20 in this way. Ask: Did anyone choose three hundred and fifty-seven? Why is this an
awkward number to divide in this way?
• Students discuss in pairs which two machines could do the same job as a ÷25 machines.
• Take feedback and test students’ suggestions. Agree that ÷5 and ÷5 again would give the answer, but if we want to make it easier to divide by 25 mentally,
÷100 followed by ×4 would be better.
• Together, enter numbers such as 950, 625 and 475 into the ÷100 followed by ×4 machines, asking students to predict the answer at each stage. Use the
÷25 machine to check that they give the same output.
Key Questions
• What single machine could replace three machines that all divide by two?
• What is an easy way of dividing numbers by five?
• What two machines could replace the divide by twenty machine?
• What is a simple way to mentally divide by twenty-five in two stages?
Watch out for
• Students who think that dividing by 2 three times is the same as dividing by 6
• Students who think that dividing by 10 twice is the same as dividing by 20
• Students who are not fluent in doubling numbers with one decimal place or halving odd numbers
Main Activity
Core
Y6 TB1 p78 Dividing by whole numbers

Linked Resources: Y6 TB1 Answers p78-87
Support
Extend
Dividing using two function machines
Draw a function machine on the whiteboard. Show students that it divides by 50 and ask them to replace it with two machines which would make it easier to divide
by 50. Students try out ideas, such as ÷100 followed by ×2. Try some examples: 2500 ÷ 50; 2400 ÷ 50; 7200 ÷ 50. Show students a function machine that divides
by 12. Say that students can replace this with three function machines to help them to divide a number mentally. Test their ideas, such as ÷2 followed by ÷2
followed by ÷3, which are all fairly simple divisions. Try some examples: 2400 ÷ 12; 288 ÷ 12; 192 ÷ 12. Repeat for other divisions, such as ÷40 (÷10 followed by
÷2 followed by ÷2), ÷15 (÷10 followed by ÷3 followed by ×2), 18 (÷2 followed by ÷3 followed by ÷3) and ÷36 (÷4 followed by ÷3 followed by ÷3), trying out some
examples each time. Point out that these are not necessarily simpler ways of dividing, but use this to help students to find equivalent functions.
Assessment Focus
• Can students find equivalent ways of dividing, using their knowledge of factors, inverse operations and how division works?
Further Support
Some students may need more experience with halving three times to see that this gives the same answer as dividing by 8. They may find the mental strategies
that combine multiplication and division more difficult to understand.
Plenary
Draw two function machines on the whiteboard with the functions ÷100 and ×4. Include an output of 8. Ask students to say what they think the input was and what
the single operation is. Use the function machines to check. Repeat this with an output of 10. Now draw two function machines with the functions ÷2 and ÷10.
Include an output of 25. Students work out the single operation and the input. Use the functions to check. Now change the output to 32 and repeat.
Resources
Physical Resources Photocopiable Resources
• Whiteboards • Y6 TB1 Answers p65-77
• Y6 TB1 • Y6 TB1 Answers p78-87

Find non-unit fractions of Find unit fractions of amounts fraction; closest; division N6.5A Work out unit and non-unit fractions (with denominators
amounts and understand the link up to and including 10) of 3-digit numbers or quantities
between fractions and division N6.5L Solve missing number, fraction and decimal problems
Teaching Summary
Starter
Division with an answer of 3, 4 and 6
Give students 2 minutes to work in pairs and write as many divisions as they can with an answer of 3. Which pairs wrote more than ten divisions? Who wrote the
most interesting fact? Repeat, this time giving them 1 minute to write divisions with an answer of 4. This time, though, dividing by 2, 5 and 10 are banned! Which
pairs wrote more than five divisions? Repeat, this time asking students to divisions with an answer of 6.
Main Teaching
2 1
• Ask students to remind their partners how to work out of 42. Take feedback and agree that we find of 42 (divide by 7 to give 6) and then double to find
7 7
2
(12).
7
3
• Repeat for of 60.
5
2
• Ask students to work in pairs to find of 60 and then think how many sevenths of 42 would give the same answer. Take feedback and agree that the
5
4
answer is .
7
• Split the class into two teams: the Blue team and the Red team. Write on the whiteboard:
• Explain that the Red team has to think how many sevenths of 42 will give them the answer as close to possible to 20, whereas the Blue team has to think
how many fifths will give them the answer as close as possible to 20. The winner of this round will be the team that shows the answer closest to 20.

• Give students time to discuss this in small groups and write the fraction sentence with the answer as close to 20 as they can.
3 2 3
• Red team: of 42 is 18. Blue team: of 60 is 24. If the Red team writes of 42, they win this round.
7 5 7
• Repeat for the next round:
4 2 2
• Red team: of 42 is 28. Blue team: of 45 is 30. If the Blue team writes of 45, they win this round.
6 3 3
• Repeat for two more rounds.
4 3 4
• Red team: of 55 is 44. Blue team: of 60 is 45. If the Red team writes of 55, they win this round.
5 4 5
2 2 2
• Red team: of 39 is 26. Blue team: of 84 is 24. If the Blue team writes of 84, they win this round.
3 7 7
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Find non-unit fractions of amounts
Ask the students:
1) Find the following:

2
a) of 72 (48)
3
5
b) of 54 (45)
6
7
c) of 120 (70)
12
3 2 3
2) Which is greater and by how much: of 147 or of 155? ( of 147 is greater by 1.)
7 5 7
5
3) of a number is 45. What is the number? (81)
9
4
4) How many sevenths of 63 are equal to 36? ( )
7
Main Activity
Core
Find fractions of amounts
2
Students start at question 6 on GP 6.9.2 to practise finding unit fractions of amounts, using these to find non-unit fractions of amounts. Emphasise that , for
7
example, is simply two-sevenths. It may be helpful, having first found the unit fraction, to then work out all the non-unit fractions of an amount, to reinforce
1 2 3
understanding. For example: , , … of 54 for question 6.
9 9 9
Assessment Focus
• Can students use division facts to find unit fractions of amounts?
• Can students use division facts and multiplication to find non-unit fractions of amounts?
Students do questions 4–18 on GP 6.9.2 to find unit fractions of amounts, using these to then find non-unit fractions of amounts.
Support
Students do questions 1–10 on GP 6.9.2 to find unit fractions of amounts, using these to then find non-unit fractions of amounts.
Extend
Students start at question 10 on GP 6.9.2 to practise finding unit fractions of amounts, using these to then find non-unit fractions of amounts.
Further Support
Use shapes divided into fractions (RS 532 Shapes split into fractions) to help students to see non-unit fractions of amounts. For example: Split a shape into five
equal parts and ask students to imagine 50 counters split between the 5 parts. Allow them to use real counters if they need to. They write how many counters
2 3 4
there would be in each part, then use this to find , and of 50.
5 5 5
Plenary
Challenge students to work in pairs to write a fraction sentence with an answer of 15. The fraction must be a non-unit fraction. Each pair swaps their idea with
another pair’s idea to check. Share studentsʼ ideas with the class.

Resources
• Counters • GP 6.9.2
• RS 532 Shapes split into fractions

Use short division to divide 3- Use rounding, number facts short division; fraction; N6.3F Divide numbers up to and including four digits by 1-digit
digit and 4-digit numbers by 1- and place value to estimate remainder numbers with remainders written as fractions
digit numbers, including those divisions and recognise N6.3I Interpret remainders by rounding, as appropriate for the
which leave a remainder, and simple equivalent fractions context
express a remainder as a
fraction N6.5B Identify, name and write equivalent fractions of a given
fraction (with denominators up to and including 10)
N6.5D Simplify fractions using common factors, be able to write
fractions in the same denomination using common multiples
N6.5L Solve missing number, fraction and decimal problems
Teaching Summary
Starter
Simplify fractions
6
Split the class into three teams: Team Halves (students who need support), Team Thirds and Team Quarters. Write the following fractions on the whiteboard: ,
9
3 9 10 4 15 6 6 9 10 3 12 6 4 20
, , , , , , , , , , , , and . Ask students to work in pairs to spot fractions which can be simplified to their team’s fraction.
6 12 20 8 20 8 12 18 15 12 16 18 12 30
2 1 3
However, the resulting fraction must be one that cannot be simplified any further, so would not count for Team Quarters, only and . Which pairs found all
4 4 4
five fractions? Well done them!
Main Teaching
• Write 742 ÷ 4 on the whiteboard and ask students for an approximation of the answer. (800 ÷ 4 = 200)
• Remind students of the steps in short division of a 3-digit number:
• Find how many of the divisor there are in the 100s digit (if any), remember what this digit is worth and write the answer in the 100s column. Move any left-

over 100s to the 10s column.
• Repeat for the 10s digit, moving any left-over 10s to the 1s column.
• Divide the 1s.
• Read the answer to the division and check that it makes sense.
• Demonstrate using these steps to find the answer to 742 ÷ 4, using a sticky note on the whiteboard to cover 42. Then move the sticky note as you proceed
with the division to cover just the 2, then remove it altogether. For example:
2
• Point at the remainder of 2. Say: We can also divide this remainder by four. What is two divided by four? Explain that we can write this as or more simply
4
1
as . If we divided two leftover fish fingers between four students, they would get half each. Compare the answer with students’ approximations.
2
• Model 253 ÷ 4, again using the sticky note on the whiteboard to cover the last two digits. Agree that there are no 4s in 2, so we look at the first two digits.
Move the sticky note along. Agree that there are six 4s in 25 and that as we are now dividing 10s we write the answer 6 in the 10s column. Remove the
1
sticky note and continue with the division. Say: Look at the remainder, one. We can divide this by four. One divided by four is a quarter. The answer is 63 .
4
Short Task
Ask students to choose their own 3-digit number to divide by 4. The answer must have a remainder! Students swap answers with a partner for them to check.

Work with those needing support.
Teaching
• Remind students how to use short division to divide 4-digit numbers by single-digit numbers. Say: It is not much harder as it is just the same process!
• Model how to use short division to work out 4373 ÷ 3.
Short Task
Ask students to work in pairs to agree an estimate for each of 3435 ÷ 6 and 2354 ÷ 3. They each work one out. (Work with those needing support, using efficient
chunking to find 435 ÷ 6.).
Teaching
1 3 2
Take feedback and agree answers as 527 (as we can simplify ) and 784 .
2 6 3
Key Questions
• Roughly how many fours do you think might be in seven hundred and forty-two?
• When using short division, what do you do first? And next?
• How can you write the remainder as a fraction?
Watch out for
• Students who are confused when they cannot divide the first digit
• Students who struggle to make an estimate as their multiplication of multiples of 10 is not secure
Main Activity
Core
Support
Short division written method
Work with students who find short division difficult or consistently make mistakes.
Write 456 ÷ 4 on the flip chart. Cover 5 and 6 with a sticky note. Discuss how many 4s are in 4 and write 1 above, reminding students that this is one 100. Move
the sticky note to reveal the 5. Ask: How many fours in five? One and one 10 left over that we have not divided. Write 1 in the 10s column and move the leftover
10 to the 1s to make 16. Ask: How many fours in sixteen? Four! So how many fours are in four hundred and fifty-six? Repeat for 458 ÷ 4. Say: This is the same
except there is a remainder! We are going to divide the two. If we have two doughnuts to split between four students, how much would they get each? Half. So
four hundred and fifty-eight divided by four equals one hundred and fourteen and a half. Repeat for similar pairs of divisions, where only 10s or 100s are moved
along the number, first without a reminder and then with a remainder. Repeat for easy 4-digit numbers such as 4968 ÷ 4.

Assessment Focus
• Are students beginning to use short division to divide 3-digit and 4-digit numbers?
• Can students give the remainder as a fraction?
Extend
Further Support
Some students will need more practice using short division to divide 3-digit numbers. Some may find the mental method of efficient ʻchunkingʼ easier, such as for
742 ÷ 4:
When they have a remainder, ask students to visualise splitting this between a number of people (the divisor) to help them to see the remainder as a fraction.
Explain that the denominator of the fraction is the same as the divisor.
Plenary
1
Ask: How can we check division? Agree that we can use multiplication. Take one of the divisions from the main teaching, such as 742 ÷ 4 = 185 . Ask students to
2

1 1 1
multiply 185 by 4, then discuss how to find 4 × , such as counting in steps of . Agree that students need to add the answer to 185 × 4 to the answer to 4 × .
2 2 2
Ask: Does this give seven hundred and forty-two? Well, we must have got it right then! Students choose one of their divisions to check using multiplication.
Resources
• Flip chart • Y6 TB1 Answers p78-87
• Sticky notes
• Y6 TB1

Use short division to divide 4- Use short division to divide 3- division; remainder; fraction; N6.3F Divide numbers up to and including four digits by 1-digit
digit numbers by 1-digit digit numbers by 1-digit biggest; smallest; less than numbers with remainders written as fractions
numbers, including those numbers, including those N6.5D Simplify fractions using common factors, be able to write
which leave a remainder, and which leave a remainder, and fractions in the same denomination using common multiples
express a remainder as a simplify fractions
fraction, simplifying where
possible
Teaching Summary
Starter
Mental division
Students play in pairs. One student shuffles a pack of number cards 0–9 made from RS 2 Number cards 0-20 and takes two cards to make a 2-digit number. The
other rolls a 0–9 dice. If they roll 0 or 1, they roll again. They divide their 2-digit number by the 1-digit number that they roll, expressing the remainder as a fraction.
Challenge them to see how many divisions with answers greater than 10 that they can do in 5 minutes.
Main Teaching
• Write the following calculations on the whiteboard: 5308 ÷ 3, 5308 ÷ 4, 5308 ÷ 5 and 5308 ÷ 6. Ask students to discuss in pairs which they think will have the
biggest answer and which will have the smallest answer, and why.
• Take feedback. Draw out that dividing the number into the most parts (÷ 6) will give the smallest answer.
• On a flip chart, model working out 5308 ÷ 5:

• Discuss how there are no 5s in 3, so we move the three 100s across to the 10s and write 0 in the 100s column. There are six 5s in 30, so we write 6 in the
10s column. There is one 5 in 8 and we have a remainder of 3.
3 3
• Discuss what we do with the remainder. We can divide the 3 by 5, giving a fraction . The answer is 1061 .
5 5
Short Task
Split the other three divisions between the class and ask students to find the answer, expressing any remainders as fractions. Work with a group of students
needing support to help them to work out 5308 ÷ 4 using efficient chunking or short division as appropriate. (1000 × 4 = 4000, 300 × 4 = 1200, 20 × 4 = 80 and
7 × 4 = 28)
Teaching
• Take feedback and agree answers, correcting any errors.
• Repeat with the following four divisions: 4027 ÷ 3, 4262 ÷ 4, 1253 ÷ 5 and 6254 ÷ 6. Students discuss in pairs which might have the smallest answer and
which might have the biggest. Why do they think this?
• Take feedback and ask pairs to explain their reasons. For example: They could see that the answer to 1253 ÷ 5 will give an answer of less than 1000
because 5 does not go into to the first digit, whereas the others will all give an answer of over 1000 because the divisor does go into the first digit. Discuss
how rounding to the nearest 100 can help with estimating the answer. Using this suggests that 4027 ÷ 3 might give the biggest answer.
• Model how to work out 1253 ÷ 5. When you reach the point where you divide the 1s digit, point out that we need to write a 0 in the answer and the three 1s
3 3
are left over as the remainder. If we divide 3 by 5, we get and so get an answer of 250 .
5 5
Short Task
Split the class into three and ask each third to work out one of the other two divisions. Work with a group of students needing support to help them to work out
4027 ÷ 3.
Teaching
Take feedback and agree answers, correcting any errors.
Key Questions
• Which do you think will have the biggest answer? Why? And the smallest answer? Why?
• Which of these divisions do you think will have an answer of less than one thousand? Why?
• There are no fives in four, so what do you put in the answer line? Then what do you do?
• What do you do first when using short division? And next?
• What do you do with this remainder? Can you simplify it any further?
Watch out for
• Students who are confused when the divisor does not go into a digit in the number they are dividing, needing a 0 in the answer
• Students who write the answer in the wrong place when the divisor does not go into the first digit
• Students whose mental division skills are insecure and so they find it difficult to make an estimate
Main Activity
Core
Dividing 4-digit numbers
Students work in pairs. They shuffle a set of number cards 0–9 made from RS 2 Number cards 0-20, then they take four cards to use in any order to make a 4-
digit number. Each student divides the number by 4, checking the answer with their partner. The pair with the biggest answer wins! Repeat, but this time they
divide the number by 5, then by 6, then by 7, then by 8 and finally by 9. Which pair won the most rounds?
Assessment Focus
• Can students divide any 4-digit number by a 1-digit number?
• Can students express the remainder as a fraction, simplifying where possible?
Support

Extend
Further Support
Some students will need more practice using short division to divide 3-digit numbers. Some may find the mental method of ʻchunkingʼ easier. When they have a
remainder, ask them to visualise splitting this between a number of people (the divisor) to help them to start writing the remainder as a fraction.
Plenary
Write 1476 ÷ 18 on the whiteboard and use a calculator to find the answer. Ask students to work out 738 ÷ 9. What do they notice? The answers are the same!
What do they notice about the two divisions? Explain that if we halve both numbers in a division, the answer will be the same. Write 1284 ÷ 8 on the whiteboard.
Halve each number in the division to give 642 ÷ 4. Ask half of the class to work out one division and the other half to work out the other division. They should both
get the same answer! Say: We could even halve six hundred and forty-two divided by four again to give three hundred and twenty-one divided by two! Does this
give the same answer?
Resources
• 0–9 dice • RS 2 Number cards 0-20
• Calculator • Y6 TB1 Answers p78-87
• Flip chart
• Y6 TB1

Use short division to divide 4- Use short division to divide 3- division; remainder; half; N6.3F Divide numbers up to and including four digits by 1-digit
digit numbers by 1-digit digit numbers by 1-digit divisor; fraction numbers with remainders written as fractions
numbers, including those numbers, including those N6.5D Simplify fractions using common factors, be able to write
which leave a remainder, and which leave a remainder, and fractions in the same denomination using common multiples
express a remainder as simplify fractions
fraction, simplifying where
possible
Teaching Summary
Starter
Mental division with remainders
Students play in pairs. They take it in turns to roll a dice and move their counter that number of squares along a 100-square (RS 134 100-square). They divide the
number that they land on by a number of their choice. They score the remainder. They continue, keeping a running score of their remainders. The winner is the
one with the highest score when both students have passed 50.
Main Teaching
Write these four divisions on the whiteboard and explain that two of them are incorrect.
Short Task
In pairs, students discuss which divisions they think are incorrect and why. They try them out to see.
Teaching
• Take feedback. What clues led students to believe they were incorrect? For example: 4887 ÷ 6 has an answer bigger than the number being divided! This
student must have written the 8 in the 1000s column instead of the 100s column. Similarly, 5282 ÷ 5 was also incorrect, although not as obviously, but 5
does not go into 2, so 0 rather than 2 should be written in the 100s column of the answer.
• Model doing this calculation correctly using short division. Make sure that students follow each step and can do the divisions.
Short Task
Ask students to work in pairs to work out 3523 ÷ 6 using short division. Support pairs who need it.
Teaching
• Take feedback and agree that the answer is 587 r 1. Model on squared paper. Ask: What fraction can we write if we divide the remainder by the divisor?
1
(Six.) Agree that the answer will be 587 .
6
• Ask: If we want the remainder to be one half, how could we change the calculations? Ask students to discuss this in pairs. Take feedback. For the remainder
1 3 1
to be , we need to divide 3 by 6 to give us , which is the same as . Say: We will need a remainder of three. Three thousand five hundred and twenty-
2 6 2
three gave us a remainder of one, so what number will give us a remainder of three? Agree that 3525 should do this.
Short Task
Students do the division 3525 ÷ 6 using short division. Support pairs who need it.
Teaching
3 1
• Take feedback and agree that the answer is 587 r3. which is 587 which is 587 .
6 2
3 2 1
• Repeat with 7267 ÷ 4. This gives a remainder of 3 which gives the fraction . If we want to get a remainder of 2 to get the fraction or , then we need to
4 4 2
subtract 1. Students check by working out 7266 ÷ 4.
1
• Explain that students are going to work in pairs to find other divisions that have remainders which can be written as the fraction . However. they are not
2
allowed to divide by 2!
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Divide numbers up to 4 digits by numbers up to 12 using the formal written method of short division, where appropriate interpret remainders according to the
context and use reasoning to find a solution
• Express a remainder after division as a fraction, simplifying where possible
Ask the students:
1) Solve these divisions giving the remainders as fractions:
1
a) 748 ÷3 (249 )
3

3
b) 9707 ÷ 8 (1213 )
8
2) Pencils come in boxes of 8. If there are 349 students in the school, how many boxes are needed for all the pupils to have a new pencil? (44 boxes)
3) I am thinking of a number below 100. When I divide it by 6, the remainder is 5. When I divide it by 8, the remainder is 1. What could my number be? How
many possible answers can you find? (Four possible answers: 17, 41, 65, 89.)
4) Find a number greater than 100 that gives the same remainders when dividing by 6 and by 8. (Various answers, such as 113 and 137, with answers
increasing by 24 each time.)
Main Activity
Core
1
Find 4-digit by 1-digit divisions where the remainder is
2
1
Challenge students to work in pairs to find 4-digit by 1-digit divisions where the remainder is but the divisor is not 2! Students work to find as many as they can.
2
If any students are struggling to do this, show them the step-by-step instructions on RS 909 Find 4-digit by 1-digit divisions where the remainder is 1/2.
Assessment Focus
• Can students use short division to divide 4-digit numbers by 1-digit numbers, expressing remainders as fractions and simplifying where possible?
• Can students use reasoning and previous answers to move towards a solution?
Support
1
Find divisions where the remainder is
2
1
Challenge students to work in pairs to divide 342 by a number such that the remainder is but the divisor is not 2! Repeat for 435 and 652, then for a number of
2
their choice. If any students are struggling to do this, show them the step-by-step instructions on RS 929 Find divisions where the remainder is 1/2. Work with this
group first to get them started, then sit with other groups in turn.
Assessment Focus
Extend
1
Find 4-digit by 1-digit divisions where the remainder is
2
1
Challenge students to work in pairs to find 4-digit by 1-digit divisions where the remainder is but the divisor is not 2! Students work to find as many as they can.
2
If any students are struggling to do this, show them the step-by-step instructions on RS 909 Find 4-digit by 1-digit divisions where the remainder is 1/2.
Assessment Focus
Further Support
Some students will need more practice using short division to divide 3-digit numbers. Some may find the mental method of ʻchunkingʼ easier. When they have a
remainder, ask them to visualise splitting this between a number of people (the divisor) to help them to start writing the remainder as a fraction.
Plenary
Ask students to share how they went about the task. For example: Making up a division, then adapting it so that it would give a remainder of 2 when dividing by 4,
a remainder of 3 when dividing by 6 or a remainder of 4 when dividing by 8. Which divisors did they not bother with and why? (Odd numbers, as these will not give
1
fraction remainders which can be simplified to .)
2
Additional Activity
Students can have a go at the additional activity Curious Number from the NRICH website.
Linked with kind permission of NRICH, nrich.maths.org
Resources
• Counters • RS 134 100-square
• Dice • RS 909 Find 4-digit by 1-digit divisions where the remainder is 1/2
• Squared paper • RS 929 Find divisions where the remainder is 1/2

Year 6 Week 9 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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• Repeat for the next round:

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Year 6 Week 9 Lesson 3

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