Year 4 - Maths
Identify when there will be a remainder
Division with remainders
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will interpret a division story with a remainder representing it with an equation. They will explain how the remainder relates to the divisor.
Lesson Summary
You will learn to use knowledge of times tables and divisibility rules to identify when there will be a remainder.
Key Notes
- If the dividend is a multiple of the divisor, there will be no remainder.
- If the dividend is not a multiple of the divisor, there will be a remainder.
- Times table knowledge can help to identify if there will be a remainder.
- The rules of divisibility can help to identify if there will be a remainder.
Vocabulary To Learn
- Dividend: The dividend is the whole amount to be divided into groups or divided into equal parts. It is what we are dividing.
- Divisor: The divisor is the number in each group or the number of equal parts that the whole is divided into or between. It is what we are dividing by.
- Remainder: A remainder is the amount left over after division when the dividend does not divide exactly by the divisor.
Common Mistakes To Avoid
- Children may work inefficiently, e.g. they may find the digit sum of 27 to find if it is a multiple of 6, instead of first reasoning that it cannot be because it is an odd number.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
If the dividend is a multiple of the divisor, there will be no remainder. If the dividend is not a multiple of the divisor, there will be a remainder.
2. Use this key word in a maths sentence and explain it clearly. 'Dividend'
The dividend is the whole amount to be divided into groups or divided into equal parts. It is what we are dividing. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Children may work inefficiently, e.g. they may find the digit sum of 27 to find if it is a multiple of 6, instead of first reasoning that it cannot be because it is an odd number. Correction: Encourage children to consider what they know about a number first (e.g. all even numbers have even multiples) before applying other parts of rules so that they work in the most efficient way. Display models of these to enable recall of them.
More Lessons In This Unit
- Decide what to do with the answer to a division calculation to solve a problem Study Guide
- Explain how the remainder relates to the divisor in a division equation Study Guide
- Represent division by grouping with multiplication and addition equations Study Guide
- Represent division by sharing with equations Study Guide
- Solve division problems involving grouping, including those with remainders Study Guide
- Solve division problems involving sharing, including those with remainders Study Guide
- Use knowledge of division equations and remainders to solve problems Study Guide
- Use knowledge of division to solve problems Study Guide
- Use multiplication facts to answer division questions Study Guide
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