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Summary Begin by talking about division as sharing and being fair to all. Do not confuse pupils with the concept of grouping at this stage. Bring in the concept of fractions and sharing pizzas among friends. Explain that there is a cafe with cakes and the waiter has to decide how much to give each child at a party so that it will be fair to all. Enter in the number of children and cakes. Explain that the number makes a fraction. Explain the role of the denominator in cutting the cakes. Cut the cakes. Decide on how much or what fraction each child should get. Drag and drop the correct amount to each partygoer. Suitable for Years 3, 4 and 5 Using a non-interactive whiteboard The lesson works well with a group of pupils around a computer screen. A teaching assistant or teacher could reinforce the work on fractions and division for those who need additional support. Prior learning required The pupils should have explored sharing and grouping using a variety of items, some of which can be split and divided smaller such as string, liquid and playing dough and others that cannot such as toys, marbles and books. They should also have looked at simple fractions such as half, third, quarter and fifth and involving numerators greater than the denominators. Pupils should have understood the role of remainders in division. Aims and objectives For pupils to understand:
Timings It is expected that the teacher will spend around 15 to 25 minutes explaining division using this resource. The resource can be used at any point in pupils' learning of division. It is designed to be returned to throughout their school career. Suggestions for group activities Pupils can visually recreate times-table sums using blocks or counters and turn them around to become division sums and write them down in their books. Pupils can write down the fractions involved in further division sums involving pizzas or cola or other party foodstuffs that can be split. What if the foodstuffs involve individual sweets that can't be split? Ask pupils to record the remainders involved. Give the pupils a shopping list of items bought and ask them to share out the food among a number of partygoers. For example, how would three pizzas, two litres of cola and lollies be shared out among four children? Explain that there are a number of eggs and egg boxes and ask pupils to box different numbers of eggs ? division as grouping. How many boxes are needed for 57 eggs? Let pupils use counters or blocks to count. Suggestions for differentiation Allow less able pupils to use counters or blocks more. More able pupils will be able to understand that some division sum answers that aren't a whole integer can be expressed in remainders and others in fractions. More able pupils will be able to do more work involving fractions. Work with more able pupils to try and enable them to express the difference between division as grouping and as sharing. How would they record the difference on paper? Can they create a sum that expresses each approach? Additional support can be given to those less able by repeating the activity around a smaller screen with a discrete group of pupils. A teacher or teaching assistant who has witnessed the previous lesson could offer support. Further activities Use capacity to enable more able pupils to accurately divide liquids into fractions. Link division sums to the multiplication tables. Ask pupils to turn times tables around into division sums and vice versa. Use larger numbers to increase confidence, eg 1000 divided by 4. Curriculum links Programme of study Using and applying mathematics Pupils should be given opportunities to: use and apply mathematics in practical tasks, in real-life problems and in mathematics itself, taking an increasing responsibility for organising and extending tasks National Numeracy Strategy Year 3 objective: Understand division as grouping (repeated subtraction) or sharing |
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