Division Beginnings

Overview

In this lesson (Lesson 8 of 10) students are introduced to division as both sharing into equal groups and grouping into equal sets. Students use counters, cubes, and drawings to model “divide by” situations with simple numbers.

Learning intentions

• Students will understand division as splitting a whole into equal shares and equal groups.
• Students will represent division using concrete materials, pictures, and number sentences.
• Students will use facts from known multiplication and skip-counting to support division thinking.
• Students will explain their reasoning using appropriate everyday language and simple mathematical language.

Success criteria

• I can share objects into equal groups and describe what I did.
• I can group objects into equal sets and explain how many are in each set.
• I can write a simple number sentence for a sharing or grouping situation.
• I can check whether my division answer makes the shares or groups equal.

Curriculum links

• Understanding multiplication and division as equal groups and arrays, and using this to solve simple problems.
• Using efficient mental strategies for multiplication and related division facts (for small numbers).
• Representing mathematical ideas with materials, diagrams, and number sentences.

Lesson structure (45 minutes)

1. 0–5 min: Launch with a “sharing” story

• Teacher reads a short scenario (e.g., “We have 12 lollies. How can we share them equally between 3 people?”).
• Students predict what will happen and use “equal” language: “same for each person.”

2. 5–12 min: Concrete demonstration (equal shares)

• Teacher models with counters: place 12 counters in a row, then distribute into 3 equal groups (or into 3 “plates”).
• As groups form, teacher labels: “12 shared into 3 equal groups is 4 each,” and records the matching diagram.

3. 12–20 min: Guided practice stations (equal groups)

• Students rotate through 2–3 short teacher-set station tasks using manipulatives and recording sheets.
• Each station has two parts:
• Part A: Share a given number of items into equal groups.
• Part B: Draw the shares/groups and write the corresponding number sentence.

4. 20–26 min: Whole-class check using number sentences

• Teacher brings students together and selects 2–3 student examples (different representations for the same idea).
• Students help match the picture to a number sentence and discuss the meaning:
• “12 divided into 3 equal groups gives 4 in each group.”

5. 26–34 min: Skill focus mini-lesson (link to multiplication)

• Teacher shows a quick link: arrays or repeated addition that supports division.
• Example: If there are 3 groups of 4, then there are 12 in total—so division answers the question “how many in each group?”
• Students practise orally: “If 5 groups of 2 is 10, then 10 divided by 5 is 2,” using skip-counting.

6. 34–41 min: Independent task (explain and verify)

• Students complete a short worksheet with 3 questions:
• Two sharing problems and one grouping problem.
• For each, students must:
• Draw or use manipulatives,
• Write a number sentence,
• Include a brief verification statement: “My groups are equal because…”

7. 41–45 min: Exit ticket and reflection

• Exit ticket (quick): “Share 10 counters equally into 2 groups. How many in each group? Draw it and write the number sentence.”
• Students turn and talk: “Division is about equal shares/groups.”

Resources

• Bundles of counters, unifix cubes, or small classroom objects
• Dividing “plates” or mini trays (3–5 zones) for equal shares
• Whiteboards/slates or mini paper for recording number sentences
• Division recording sheets with prompts (Draw, Number sentence, Check)
• Visual supports: draw-simple examples of equal shares and equal groups
• Teacher number cards (e.g., 12, 10, 15; divisors 2–5; answers 1–6)
• Timer for station rotations
• Access to students’ previous multiplication facts charts (from earlier lessons in the unit)

Assessment

• Teacher observes students during station tasks, focusing on equal sharing/grouping and correct representation.
• Worksheet responses are checked for: correct grouping, matching drawings, and meaningful number sentences.
• Exit ticket identifies whether students can produce the “how many in each equal group” answer and verify equality.

Differentiation

• Support:
• Provide a smaller number set (e.g., 8 ÷ 2, 9 ÷ 3) and pre-grouped “plates” to reduce counting load.
• Offer sentence starters for explanation: “I shared … into … equal groups, so each group has …”
• Extension:
• Use slightly larger totals (e.g., 16 into 4, 18 into 3) and ask students to explain two different representations for the same division.
• Challenge: “Draw it both ways” (sharing diagram and grouping diagram) for one question.
• EAL/SEN:
• Use consistent visual language (equal shares, equal groups) and gesture-support during modelling.
• Allow use of manipulatives and oral responses before writing.
• Provide a worked example on the sheet for reference and fewer questions to complete within time.