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Year 5

# Divide using partitioning and representations (multiple regroups and remainder)

I can divide using partitioning and representations (multiple regroups and remainder)

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New

New

Year 5

# Divide using partitioning and representations (multiple regroups and remainder)

I can divide using partitioning and representations (multiple regroups and remainder)

Share activities with pupils

Share function coming soon...

## Slide deck

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## Lesson details

### Key learning points

- If the hundreds number is not a multiple of the divisor then the remainder is regrouped for tens.
- If the tens number is not a multiple of the divisor then the remainder is regrouped for ones.
- If the ones number is not a multiple of the divisor then there will be a remainder in the answer.
- Regrouping and remainders can be represented practically using place value counters.

### Common misconception

Pupils may not regroup correctly.

Ask pupils what each digit represents. Continue to use skip counting when dividing each digit in the dividend.

### Keywords

Remainder - A remainder is an amount left over after division.

Partitioning - Partition means splitting a number into parts.

Regroup / regrouping - The process of unitising and exchanging between place values is known as regrouping.

Begin by playing a game which encourages pupils to think of the highest multiple they know of a number. During the lesson, pupils should use part whole models to partition into parts that are helpful for the division equation.

Teacher tip

### Licence

This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

## Video

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## Worksheet

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## Starter quiz

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### 6 Questions

Q1.

Which of these numbers are not multiples of five?

1,000

795

25

400

Q2.

The __________ is 5, this is the number we are dividing by.

dividend

quotient

Q3.

If you divided these dividends by 8, which would require regrouping?

800

880

Q4.

Your divisor is 5. Select the division equations which will result in a remainder. Use the part whole model to help you.

B

Q5.

Use partitioning to solve: 65 ÷ 4. Write your answer in numeral form using r if there is a remainder.

Q6.

Andeep has collected 71 football cards. He wants to divide them equally amongst 3 of his friends. How many cards does each child get? Are there any left over? Write your answer in numeral form.

## Exit quiz

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### 6 Questions

Q1.

Match the division equation to the correct quotient:

8

8

1

0

1 ten

8 tens

Q2.

In 524 ÷ 4 = 131 the __________ is 4

dividend

quotient

addend

Q3.

If you were to divide each number by 3, which would require regrouping?

330

Q4.

Look at Andeep's mental strategy. Using his information fill in the gap: 557 ÷ 5 = ___

111 r 1

111 r 3

111 r 4

Q5.

Solve the division equation 953 ÷ 8 = using the partitioning strategy. Write your answer in numeral form and use r if there is a remainder.

Q6.

Izzy has collected 546 guinea cards. She wants to divide them equally amongst 4 of her friends. How many cards does each child get? Are there any left over?