### Planning and Activities

**Day 1**

Explore division by 5 by grouping. Use numbers that facilitate introduction of remainders, e.g. 21 ÷ 5.**Further teaching with Y4**

Division on an Empty Number Line (no remainders)**Group activities: T with Y3 or Y4**

Y3 -- Explore how to calculate and record ‘left overs’ when dividing by 5.

Y4 -- Make a poster showing how to divide using ‘chunking’ on a number line.

**Day 2**

Y4s show Y3s how they use an Empty Number Line for solving division questions.**Further teaching with Y3**

Divide by 3, 4, 5 and 10 using the Grouping ITP.**Group activities: T with Y3**

Y3 -- Create a range of number stories that show how groups can be formed from different numbers of children (including with left overs).

Y4 -- Improve fluency with dividing by chunking.

**Day 3**

Consider how to tell if a division question will have a remainder; check division by multiplication.**Further teaching with Y4**

Model vertical layout for division.**Group activities: T with Y3 or Y4**

Use the in-depth problem-solving investigation ‘Rocking remainders’ as today’s group activity.

Or, use these activities:

Y3 -- Divide a range of 2-digit numbers by 3, 4, 5 and 10; check division by multiplication.

Y4 -- Divide 2-digit numbers to give answers with remainders.

**Day 4**

Use multiples of 10 times the divisor to estimate answers to divisions. Reason about which will have the largest/smallest answer.**Further teaching with Y3**

Estimating answers to divisions, which will have the largest/smallest answer? (further examples).**Group activities: T with Y3 or Y4**

Y3/ Y4 -- Play a game to create divisions of 2-digit numbers, resulting in answers within a given range and with a remainder.