Skip count using the group size to find the number of groups

Maths

Explain that objects can be grouped equally

Identify and explain when objects cannot be grouped equally

Explain the relationship between division expressions and division stories

Calculate the number of equal groups in a division story

Use knowledge of skip counting and division to solve problems relating to measure

Explain that objects can be shared equally

Use skip counting to solve a sharing problem

Skip count to find the group size in a sharing problem

Solve a variety of division problems, explaining understanding

In this unit pupils will explain when objects can and cannot be grouped or shared equally. In the future unit pupils will learn how to find the quotient for 2x 5x 10x tables. They will learn how a division equation with 2 as a divisor is related to halving and each part of a division equation and how they can be interchanged. They will use divisibility rules to solve problems.

In the prior unit pupils learned how a multiplication equation with 2 as a factor related to doubling and how a division equation with 2 as a divisor related to halving. They explained the relationship between factors and products. In this unit pupils will explain when objects can and cannot be grouped or shared equally.

In this unit pupils will use practical resources to model and explain when objects can and cannot be grouped or shared equally. They will then represent practical situations using division expressions and equations.

Introduction to division structures

Use the number rods to help you complete the equation. 8 ÷ 2 = {{ }}

Use the number rods to help you complete the equation. 20 ÷ 5 = {{ }}

Use the number line to help you complete the equation. 30 ÷ 5 = {{ }}

Use the number line to help you complete the equation. 14 ÷ 2 = {{ }

Jun saw some seastars with 5 legs. He counted 35 legs altogether. How many seastars did he see?

Jun saw some crabs with 10 legs. He counted 80 legs altogether.  How many crabs did he see?

1. Use the number rods to help you find the missing number in this equation. 6 ÷ 2 = {{ }}

Use the number rods to help you find the missing number in this equation. 10 ÷ 5 = {{ }}

How many 2 cm long number rods are equal to 8 cm? {{ }} 

How many 5 cm long number rods are equal to 15 cm? {{ }} 

Aisha and Jun have a piece of card 20 cm long. How many 5 cm long pieces can they cut it into? {{ }} 

 Aisha and Jun have a piece of card 30 cm long. How many 10 cm long pieces can they cut it into? {{ }} 

Skip count using the group size to find the number of groups

Lesson outcome