Year 4 - Maths
Represent division by sharing with equations
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 represent and interpret division by sharing where there is a remainder.
Key Notes
- A multiplication and addition equation can be written to represent division between groups (or sharing).
- A division equation can be written to represent division between groups (or sharing).
- The number of equal groups to share out can be found by counting forwards.
- The number of equal groups to share out can be found by counting backwards.
- Counting forwards is usually easier because multiplication facts can be used to help us.
Vocabulary To Learn
- Share: Sharing is when a whole amount is split into equal parts or groups. We know the total number of objects and the number of parts it is split into, but we don't know how many are in each part.
- Remainder: A remainder is the amount left over after division when the dividend does not divide exactly by the divisor.
- Division: Division is splitting into equal parts or groups.
Common Mistakes To Avoid
- Children may not see the link between sharing and grouping as sharing has traditionally been done by sharing out objects one by one. This becomes far less efficient when working with larger numbers.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
A multiplication and addition equation can be written to represent division between groups (or sharing). A division equation can be written to represent division between groups (or sharing).
2. Use this key word in a maths sentence and explain it clearly. 'Share'
Sharing is when a whole amount is split into equal parts or groups. We know the total number of objects and the number of parts it is split into, but we don't know how many are in each part. 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 not see the link between sharing and grouping as sharing has traditionally been done by sharing out objects one by one. This becomes far less efficient when working with larger numbers. Correction: To develop understanding of 'dividing between', ensure that physical objects are shared out in groups each time (forming an array beneath a bar model), rather than one by one.
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
- Identify when there will be a remainder Study Guide
- Represent division by grouping with multiplication and addition 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
Browse all guides in the Year 4 Maths guide library.