Long division is a method used for dividing large numbers by breaking the number down into smaller groups.

A remainder is an amount left after a division.

Solve problems involving remainders in context

Maths

Explain how to multiply a 3-digit number by a 2-digit number

Explain how to use long multiplication to multiply two 2-digit numbers regrouping ones to tens

Explain how to use long multiplication to multiply two 2-digit numbers with regrouping

Explain how to use long multiplication to multiply a 3-digit by a 2-digit number

Explain how to use long multiplication to multiply a 4-digit by a 2-digit number

Explain how to use the associative law to multiply efficiently

Explain when it is efficient to use factorising or long multiplication to multiply by 2-digits

Dividing numbers with up to 4 digits by multiples of 10

Using short and long division to divide by a 2-digit divisor

Dividing by a 2-digit divisor including using long division

Solve problems with 4-digit dividends using factors and long division

Dividing by a 2-digit divisor with a remainder

Use long division with fraction remainders

Use long division with decimal remainders

In this unit pupils will learn to multiply a 3-digit by a 2-digit number They will use accurately short and long division and use a ratio chart to solve short and long division. In the future unit pupils will add, subtract, divide and multiply with integers, decimals, positive and negative values.

In the prior unit pupils will multiply a 3-digit number by a single-digit number using expanded and short multiplication. In this unit pupils will learn why the product stays the same when one factor is doubled and the other is halved and explain the effect on the product when scaling the factors by the same amount. 

In this unit pupils will extend their understanding of formal calculation strategies to multiply and divide by 2-digit numbers, explaining when other strategies are more efficient.

Multiplying and dividing by 2-digit numbers

Use the multiplication facts to derive 25 × 18 = {{ }}

Match the division equations to their remainders.

255 children are going on a trip. 
They need 1 adult for every group of 6 children. 
How many adults do they need to take?

Express the remainder exactly as a decimal.

180 oranges are put into bags of 17   How many bags can be filled? What is done with the remainder here to answer the question?

Answer the problem interpreting the remainder. Six children can sit at each table. 327 children need to sit down to eat lunch. How many tables will be needed? {{ }} tables

Answer the problem interpreting the remainder. A roll of ribbon is 2.8 m long. 25 children need ribbon to tie to their bags. How long is each piece of ribbon? {{ }} cm

Use the multiplication facts to derive 20 × 18 = {{ }}

Match the division equations to their answers.

Select which type of answer would be best to use for the following question: 
Mrs Jones has 894 football stickers to share amongst her class of 30 pupils. How many stickers will each pupil receive?

894 ÷ 30 = 29 $$ {4} \over{5}$$ Simplified Fraction

Select which type of answer would be best to use: Mrs Jones’ class raise £894 in the school cake-a-thon.
There are 30 pupils in the class; each raised an equal amount. How much did each pupil raise?

Elm coaches uses 918 litres of petrol each day. 
There are 30 coaches. How many litres does each coach use per day? Give your answer as a decimal. {{ }} litres

Beech buses Coastliner runs 28 times a day. 
Each day the Coastliner travels 7.7 km. 
How far is each journey? Give your answer as a decimal. {{ }} km

Solve problems involving remainders in context

Lesson outcome