Year 5

Year 5

# Short division

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## Lesson details

### Key learning points

1. In this lesson, we will solve division problems using short division and place value counters. We will start by exploring division by sharing and then division by grouping, showing how to record the formal method of short division whilst demonstrating each stage of the process using pictorial and concrete representations.

### Licence

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## Video

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## Worksheet

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## Starter quiz

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### 5 Questions

Q1.
Using your knowledge of inverse, which of the following numbers is not a factor of 248?
2
4
8
Q2.
Use your knowledge of multiples to identify the missing factor from the area model below.
28
30
34
Q3.
If I know 6 x 15 is 90, I can generate other facts. But which of the following number sentences is not derived from this original fact?
Correct answer: 12 x 30 = 180
5 x 15 = 75
60 x 15 = 900
90 ÷ 15 = 6
Q4.
45 is a factor of 360 because.....
45 x 6
45 x 9
Q5.
Today we used cuisenaire rods to help set out multiples. If we give the white rod the value of 9, which of the following statements is true?
The black rod is worth 54
The blue rod is worth 72
The yellow rod is worth 27
Correct answer: The yellow rod is worth 45

## Exit quiz

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### 5 Questions

Q1.
When using short division, knowledge of factors allow us to work efficiently and securely. Which number would make each of the following number statements complete?
3
4
6
Q2.
Which estimation would be most appropriate for the following problem: 'There are an equal number of bronze, silver and gold medals. There are 443 medals in total. How many gold medals are there?'
420
480
Q3.
Mr Ward has spotted a mistake in the calculation below. But can you spot what it is?
Dividing in the hundreds column
Correct answer: Dividing in the tens column
Dividing in the units column
Representing the remainders
Q4.
When doing a division calculation, the result or answer is also widely known as....
the dividend
the divisor
the product