Division for Kids | Teaching Division| how to do long division | how to do division | Division KS2

Welcome to learning more today we are thinking about division and we're going to think about that first step of formal recording of actually that written division and it's a method called chunking that probably was referred to in the national curriculum around 2014. In 2014 they changed the terminology a bit and moved straight to short and long division back to the old terminology but you'll still find this method being called chunking especially around classrooms. I really like this method it's almost a pre-step to short division and it just it's really good to show the relationship between multiplication and division and it's really all about repeated subtraction so whereas you get the repeated addition with multiplication this is your idea of repeated subtraction. So it's all really about estimating and adjusting and children really do need to be strong with their multiplication tables to help them with this because it's all about multiplication first and then moving on to helping them with the division. If your child is struggling with the multiplication tables and they're still a bit stuck please feel free to give them a multiplication table to help them because we don't want them to be hindered and not be able to use the method because they're being held back by the multiplication tables and I would find that often that children can fully understand the method and can carry it out but they make the mistakes because their multiplication tables aren't strong so do feel free to give them a helping hand to begin with with you a multiplication table. So if we just have a look at what I've got on here so I've got my title which is obviously chunking and the idea is all about estimating and it is all about adjusting and really it's about multiplication and subtraction. So here my calculation is 64 divided by 4. I suppose when you would be using chunking is when you can't carry out a calculation mentally you can't use those inverse facts or those division facts to solve a problem so the numbers are a bit bigger so 64 divided by 4. If your child can do this mentally of course let them go ahead this is always a good way of double checking. So simple layout for division you've got the number that you're dividing by the number that you want to divide underneath the little arch and then the number that you're dividing by on the side obviously you call just for if you want to go down the terminology route of division your number that you are actually dividing is your dividend and your divisor is the number that you are dividing by so you've got your number in here and you're going to estimate first of all so we're going to think about the six. Division is slightly different to everything else everything else starts with units and works up division starts the opposite way around so here we've got the six and we want to know how many times 4 can go into 6. Here you will be talking with your child this 6 is actually 60 so how many times can 4 go into 60 so here you'll be thinking about your estimating what do you know in your times tables what number is close to 60 in your 4 times tables your child will hopefully think about between 10 11 12 10 times 4 10 11 times 4 12 times 4 and I would try to stick to those rounded numbers I try to encourage children to use the multiples of 10 so 10 times 4 equals 40 so you're going to put your 40 in here and this is where your repeated subtraction comes in you're going to do your 64 take away 40 because we haven't divided the whole number we need to know how much we've got left that we still need to divide so you're going to do 4 take away 0 which is 4 and 6 take away 4 which is 2 so you've got 24 left now you want to think about how many times can 4 go into 24 is there a times table with 24 as an answer and of course yes there is it's 6 times 4 equals 24 now it's really important that you encourage your child to write down these calculations on the side because this is how they can actually go back and see their answer so then you're going to do 24 take away 24 and of course your answer is 0 means you have completely divided your number and now you're going to come to the end the end here is going to find is finding out what the actual answer is so first of all you divided 10 by 4 then you divided 6 so you are going to add those up and your answer is 16 so 64 divided by 4 equals 16 so it's a very very simple method to help your child really understand that idea of division so i just do another one to help you think about the process so this time i'm going to do 95 divided by 5 some children might be able to do this mentally which is absolutely fantastic but this again is another nice way of double checking so what you want to do is you want to divide your 5 into the 9 so how many 5s are in 9 how many 5s are in 90 you really want to be getting that clear to your child so hopefully again thinking about those multiples of 10 you might think so remember we did our multiples here 10 times 5 equals 50 hence the idea of chunking you're taking away chunks rather than taking away 5 take away 5 take away 5 take away 5 because obviously you'd be there all day so you're starting to think about that idea of actual chunks so we're going to do our 95 take away 50 because we've divided 50 already we want to see what we still left to divide 5 take away 0 is 5 9 take away 5 is 4 now you'll be asking your child is there a 5 times table that equals 45 and hopefully they'll be able to tell you that 9 times 5 equals 45 and then you'll be taking away your 45 just to make sure that everything is divided so you've got 0 and then your final step is finding out what you divided to begin with so you've got your 10 and your 9 which is 19 so 5 95 sorry divided by 5 equals 19 and that's a really simple way of starting to introduce your child to division and really showing them that relationship between multiplication and division