Maths Statutory Expectations Year 1 To Year 6 (Page 4 of 4) in pdf

DIVISION

STATUTORY EXPECTATIONS

Rapid Recall/Mental Calculations

Non-statutory guidance

Children … solve

Pictures/Objects

Symbolic

Practical / recorded

There are 8 raisins.

problems, including

using ICT (eg digital

Take half of them.

6 cakes shared between 2

doubling, halving and

photos/pictures on IWB)

How many do you have?

sharing. [Expected]

Share the 10 grapes

They solve practical

between 2 people.

problems that involve

6 cakes put into groups of 2

sharing into equal

6 cakes put into groups of 2

groups. [Exceeding]

Solve one-step problems

Practical/recorded using ICT

Pictures/Symbolic

Visual (modelled using bead strings)

Recognise/find/name ½ as one of

Find simple fractions of objects,

using concrete objects,

two equal parts of an object, shape

There are 14 people on the

How many apples in each bowl if I share 12 apples

numbers and quantities

15 ÷ 5 = 3

pictorial representations

or quantity.

bus. Half of them get off.

between 3 bowls?

and arrays (with the

Recognise/find/name ¼ as one of

Count on/back in 2s, 5s and 10s

How many remain on the bus?

four equal parts of an object, shape

support of the teacher)

There are 20 people in the

or quantity.

class. One quarter are boys.

How many boys are there?

Begin to use other multiplication

Calculate statements

Pictures/Symbolic

Visual

Arrays

Partitioning

Recall & use division facts for the 2,

Pupils use a

tables/recall facts, including

within the multiplication

(modelled using bead strings)

5 and 10 multiplication tables,

Four eggs fit in a box.

variety of

Find ¼ of 24

related division facts to perform

tables and write them

32 ÷ 2 = 16

Recognise/find/name/write fractions

18 ÷ 3 = 6

How many boxes would you need to pack 20 eggs?

24 ÷ 4 = 6

language to

written/mental calculations.

using the division and

⅓, ¼, ²⁄₄, ¾ of a (length, shape), set

Work with materials/contexts

equals signs.

of objects or quantity.

20 ÷ 2 = 10

describe

where division relate to

[Show division of two

Write simple fractions eg ½ of 6 = 3

12 ÷ 2 = 6

division.

grouping/sharing quantities.

numbers cannot be done

and recognise equivalence of two

in any order.]

They begin to relate these to

quarters and one half.

fractions/measures (eg 40 ÷ 2 =

Find ⅓, ¼, ²⁄₄, ¾ of a

Use commutativity/inverse relations

20, 20 is a half of 40).

length/objects/quantity.

to develop multiplicative reasoning

They connect unit fractions to

Write simple fractions

(eg 4 × 5 = 20 and 20 ÷ 5 = 4).

equal sharing and grouping, to

eg ½ of 6 = 3

numbers and to measures

Pupils develop efficient mental

Multiples of the divisor

Pupils develop reliable

Recall and use division facts for the

96 ÷ 4 = 24

Write/calculate

51 ÷ 3 =17

51 ÷ 3

3, 4 and 8 multiplication tables.

methods, using commutativity

20 x 4

4 x 4

written methods for

statements using the

= 17

85 ÷ 5 = 17

(eg 4 × 12 × 5 = 4 × 5 × 12 = 20

tables that they know

division, starting with

× 12 = 240) and multiplication

(progressing to formal

calculations of TU by U

10 x 5 = 50

and division facts (eg using 3 × 2

written methods).

7 x 5 = 35

numbers (progressing to

= 6, 6 ÷ 3 = 2 & 2 = 6 ÷ 3) to

TU ÷ U

formal written methods

derive related facts (30 × 2 = 60,

(divisor is 2/3/4/5/8/10)

60 ÷ 3 = 20 & 20 = 60 ÷ 3).

of short division).

Recall division facts to 12 × 12.

Practise mental methods and

Multiples of the divisor

98 ÷ 7 = 14

252 ÷ 7 = 36

Pupils practise to

Use place value, known/derived

extend this to HTU numbers to

become fluent in the

facts to ÷ mentally, including ÷ by 1.

derive facts, for example 200 × 3

98 ÷ 7 = 14

30 x 7 = 210

formal written method of

Find effect of dividing U/TU by

= 600 into 600 ÷ 3 = 200.

6 x 7 = 42

short division with

10/100, identifying the value of the

Relates decimal notation to

10 x 7 = 70

exact answers [NS]

digits in the answer as

4 x 7 = 28

division of whole number by 10

TU ÷ U; HTU ÷ U

units/tenths/hundredths.

and later 100.

Identify multiples/factors, including

Pupils … apply all the ÷ facts

Use the formal written

346 ÷ 8 = 43 r2 (estimate >40,

291 ÷ 3 = 97

432 ÷ 5 = 86 r2

8520 ÷ 6 = 1420

Pupils connect x by a

finding all factor pairs of a number,

0 9 7

frequently, commit them to

method of short

<50)

(estimate: 400 ÷ 5 = 80)

(estimate: 270 ÷ 3 = 90)

fraction to using fractions

& common factors of two

numbers.

memory and use them to make

division (interpret

3 2²9²1

as operators (fractions

Know/use vocabulary of prime

larger calculations.

remainders appropriately

of), and to ÷. This relates

numbers, prime factors and

for the context).

They understand the terms

composite (non-prime) nos.

to scaling by simple

factor, multiple/prime,

HTU ÷ U

Establish if a number up to 100 is

square/cube numbers & use to

fractions, incl. those > 1.

ThHTU ÷ U

prime; recall prime numbers to 19.

construct equivalent statements

Convert between units of

Find fractions of numbers

÷ nos mentally using known facts.

[eg 120 ÷15 = (30 x 4) ÷ 15 = 2 x

measure (eg km/m;

and quantities, writing

Divide whole numbers and those

4 = 8]

m/cm; cm/mm; kg/g; litre

remainders as a fraction.

involving decimals by 10/100/1000.

and ml)

Perform mental calculations,

Undertake mental calcs with

Divide numbers (up to 4

43.4 ÷ 7 = 6.2

25.6 ÷ 7 = 3.2

43.68 ÷ 7 = 6.24

496 ÷ 11

432÷ 15 = 28.8

including with mixed

increasingly large numbers and

digits) by TU whole

(estimate 42 ÷ 7 = 6)

(estimate >3, <4)

(estimate 500 ÷ 10 = 50)

(estimate: 42 ÷ 7 = 6)

operations/large numbers.

more complex calculations.

number using the formal

Identify common factors/multiples

Continue to use all table facts to

method of short/long

x 7 = 42

[Or compute 4368 ÷ 7,

and prime numbers.

calculate statements in order to

division (interpret as

0.2 x 7 = 1.4

then divide the solution

Use knowledge of order of

approp. for the context).

maintain their fluency.

by 100.]

operations to carry out calculations.

Use written division

Explore the order of operations

Use estimation to check answers to

methods in cases where

Adapt to own

using brackets.

calculations and determine an

Common factors can be related

the ans has up to 2dp.

appropriate degree of accuracy.

to finding equivalent fractions.

school’s

Identify value of each digit to 3dp

[Divide numbers up to

and ÷ nos by 10/100/1000 (ans to

2dp by U/TU whole

preference

3dp)

numbers.]

Maths Statutory Expectations Year 1 To Year 6 Page 4

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