The Year 3 Divide by 3 PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
multiple: A product of one number multiplied by another number. For example: multiples of 10 are the products of numbers multiplied by 10.
bar models: Show how numbers can be split into different parts, by splitting them into bars or boxes. Bar models can be used to solve a wide variety of calculations, showing the relationship between the whole model and the parts.
inverse operations: Used to check working out or to find a starting number by using the opposite operation. Addition is the inverse of subtraction and vice versa. Multiplication is the inverse of division and vice versa.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Sharing an amount equally between 3 groups and grouping in 3s.
Support
• Q1: Share an amount equally between 3 groups; pictorial representation grouped into 3s.
• Q2: Complete number sentences for counters that have been grouped into 3s.
• Q3: Create a bar model for a division fact; counters provided.
Core
• Q1: Share an amount equally between 3 groups; pictorial representation.
• Q2: Complete number sentences.
• Q3: Create a bar model for a division fact.
Stretch
• Q1: Share an amount equally between 3 groups; no pictorial representation.
• Q2: Complete number sentences; two steps to calculation.
• Q3: Create a bar model for a division fact; blank bar model.
Reasoning and Problem Solving
Support
• Q1: Reasoning - explain whether a character has checked a division by 3 correctly; counters provided.
• Q2: Reasoning - judge a statement about a bar model; counters provided.
• Q3: Problem Solving - use number cards to complete divisions by 3 that fit a rule; an example of a card that does not fit the rule is given.
Core
• Q1: Reasoning - explain whether a character has checked a division by 3 correctly.
• Q2: Reasoning - judge a statement about a bar model.
• Q3: Problem Solving – complete divisions by 3 that fit a rule.
Stretch
• Q1: Reasoning - explain whether a character has used the inverse correctly to find the starting number of a division by 3; the starting number must also be found.
• Q2: Reasoning - judge a statement about two bar models for the same number; neither whole is shown.
• Q3: Problem Solving - complete divisions by 3 that fit a rule and a second condition about the answer.
Deeper Reasoning
The questions in this set focus on using the clues to identify the possible numbers to deepen understanding in recalling and using multiplication and division facts for the 3, 4 and 8 multiplication tables.
