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Year 6 - Maths

Explain the effect on the quotient when scaling the dividend and the divisor by the same amount

Using equivalence to calculate

Unit Summary

In this unit pupils will explain why the product stays the same when one factor is doubled and the other is halved using knowledge of equivalence. They will explain the effect on the quotient when scaling the dividend and divisor by the same amount.

Lesson Summary

You will learn to explain the effect on the quotient when scaling the dividend and the divisor by the same amount.

Key Notes

  • If the dividend and divisor are both scaled by the same amount, the quotient will remain the same.
  • Unitising helps to explain the effect on the quotient when scaling the dividend and divisor by the same amount.
  • If 6 divided by 3 is equal to 2 then 6 twos divided by 3 twos is equal to 2

Vocabulary To Learn

  • Dividend: The dividend is the amount that you want to divide.
  • Divisor: A divisor is the number we divide by.
  • Quotient: A quotient is the result after division has taken place. It is the whole number part.

Common Mistakes To Avoid

  • Be aware of pupils describing scaling using division as 'making three times smaller'. This language can cause misconceptions around the nature of division and should be avoided.

3 Quick Questions (With Answers)

1. Solve this in steps: explain the method from this lesson and why each step matters.

If the dividend and divisor are both scaled by the same amount, the quotient will remain the same. Unitising helps to explain the effect on the quotient when scaling the dividend and divisor by the same amount.

2. Use this key word in a maths sentence and explain it clearly. 'Dividend'

The dividend is the amount that you want to divide. Use this word when showing your method, then check your final answer is reasonable.

3. Spot and fix this common maths mistake.

Mistake: Be aware of pupils describing scaling using division as 'making three times smaller'. This language can cause misconceptions around the nature of division and should be avoided. Correction: Encourage pupils to describe relationships using division by a whole number (divided by 3) or through the use of fractional language (one-third the size).

More Lessons In This Unit

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