LI: To be able to use formal written division and interpret remainders
Revise the written strategy for short division using the bus stop method. Watch the video included below, however, make sure your child watches till remainders are included.
- Today your child will be solving word problems including remainders but also interpreting them when dealing with word problems. This means that they will need to round their answer up or down to complete the questions, depending on whether one more is needed or one less.
- Share the examples below with your child:
- Q1.Eggs are sold in boxes of six. If farmer Mary has 440 eggs, how many full boxes will she have?
For this question the answer is 73 remainder 2. However we want to have full boxes so we round down as the 2 extra eggs are unused.
- Q2. The school is running a trip. They have 314 pupils. The mini-bus can only sit 9 pupils. How many buses are needed to fit in all the pupils?
For this question the answer is 34 remainder 8 but this time we must round up as we need to take all the pupils on the trip!
- Activity – Your child now reads through and solves word problems involving short division and must read the question closely to decide whether to round up or down.
LI: To be able to divide a number using long division.
- Ask your child to practice two sets of times tables that they find challenging. Test your child on these times tables.
- Explain that today we are moving on from short division to using long division. This still involves the bus stop methods but is a more methodical approach with a layout that they need to pay close attention to.
- Explain to your child that they shall be using this method to solve questions on their activity sheet and they can check their answers using a calculator or through short division.
LI: To be able to divide numbers by a two-digit number using long division.
- Revise strategies that your child used to solve long division simplistic questions, revisiting the song from yesterday if needed as a reminder.
- Explain to your child that whilst we can show remainders in our bus stop method, it is also possible to show them as a decimal if we add .00. This removes the remainder as we carry to the decimal instead, achieving a decimal answer.
- If your child answers a question and it creates a number greater than two decimal places then they can round to the answer to two decimal places.
divide using a formal written method and use rounding.
In today's lesson, your child will be solving word problems by using a long division method. This proves quite challenging for children and it is important that they have access to a calculator to check their answers afterwards.
- Revise the written strategy for long division with your child by watching this short video:
- Explain to your child that sometimes, especially in the real world, we need to know how to interpret remainders based on the context for our answer. Share the example of taking 30 children on a school trip but the buses can only carry 8 children. We couldn’t leave 6 behind so would need to ensure there were four buses in total.
Activity - Your child shall work through a series of word problems, employing their knowledge of RUCSAC (Read, Underline, Choose Operation, Solve, Answer, Check) to solve the word problems. As they do so they will need to use long division and interpret remainders based on the question.
LI: To be able to identify common factors
- Explain the term ‘factor’ to your child. A factor is a number that can divide into another number without leaving a remainder. For example, 3 is a factor of 9.
- Ask your child to find factors of simplistic things like their age (if they are 10), their postcode, their house number.
- Explain the term common factors to your child. This means a factor that is a factor of one number but also a factor of another. So 3 is a factor of 9 but also a factor of 6.
- Explore the term the ‘highest common factor’, this is the largest possible factor of two numbers. Then ask why we don’t use the term ‘lowest common factor’ – it will always be one.
Activity – your child can now complete their activity placing given numbers into a Venn diagram to show a numbers factors and also identify any common factors of two numbers.
LI: To be able to read multiples and identify common multiples of a number
- Ask your child to find the common multiples of 4 and 6 which are not negative. How can we do it?
- Let your child investigate what they think multiples and common multiples mean and how they can possibly find them.
- Ask your child to write the multiples of 4 on a piece of paper and then the multiples of 6. Multiples of 4: 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, . . . Multiples of 6: 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, . . .
- a) What are their common multiples? These are numbers that are in both sets of times tables, your child can now underline these. (0, 12, 24, 36, 48, 60, . . .) i.e. the multiples of 12.
- b) What is the smallest common multiple which is not negative? (0)
- c) What is the smallest common multiple which is positive? (12) (as zero is neither negative nor positive)
- Show your child an example of the Venn diagram on the activity sheet and work together to find the multiples of 3 and 5 up to 60. It may prove useful to write the times tables onto a separate piece of paper, underline their common multiples and then transfer them over to the Venn diagrams.
Activity – your child can now continue through the activity sheet, sorting multiples into their correct places on the Venn diagrams.
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