Division Unit Plan

Learning Area: Maths Year Level: 2/3

Strands: Number Proposed Duration: 3-4 lessons

Key Ideas:
Year 2
In their daily activities children construct meaning from operations with numbers. They explore ways
of deconstructing and combining numbers that represent collections of objects, units of comparison
and amounts of money.

Year 3
Students develop their understanding of the four operations (addition, subtraction, multiplication and
division) and the relationships between them. They use mathematical terminology, symbols and
conventions to communicate their understanding to others.

Standard Outcome:
Year 2
1.7 - Describes, represents and uses a variety of counting strategies and the four number operations to
estimate and quantify collections of objects, units of comparison and amounts of money.

Year 3
2.7 - Describes, represents and applies operations with whole numbers.

Essential Learnings: Key Competencies:

 Identity – a sense of personal and group identity  KC1 – using information
 Thinking – a sense of creativity, wisdom and enterprise  KC2 – communicating ideas
 Interdependence – a sense of being connected with others  KC3 – planning & organising
and their world  KC4 – working in teams
 Futures – a sense of optimism about their ability to shape  KC5 – using maths
their futures  KC6 – solving problems
 Communication – a sense of the power and potential of  KC7 - using technology
literacy, numeracy and ICT
Key Questions:
What is division?
How can division be represented?
What are remainders?

Tasks for Enquiry:

Year 2
Lesson 1
Word problems and write as number sentences – do grouping/sharing
-did they find that they knew some of the answers? Yes/no/how?
Use multiplication facts table to show relationship between multiplication and division

Lesson 2
Start by playing multiplication bingo game
Provide some division problems up to 36 divided by 6 as these would have just been used in their game
Using the multiplication facts table write 5 number sentences to give to the person next to you to
complete
Complete the number sentences given to you, try not to use the multiplication facts table

Lesson 3
Start by playing division bingo game
Can anyone tell me how many legs a spider has? I had a dream last night about spiders and there were
48 legs, how many spiders were there? Work in pairs. Come and whisper your answer to me, then have
students go away and make up a problem that they don’t think I’ll be able to work out. Write and share
with the class, see who can work it out

Year 3
Lesson 1 _______
Word problems and write as number sentences then convert to ) Do grouping/sharing with
counters if they need
-did they find that they knew some of the answers? Yes/no/how?
Use multiplication facts table to show relationship between multiplication and division

Lesson 2
Start by playing multiplication bingo game
Provide some division problems that have remainders in the answer, demonstrate on board how to
complete these types of problems. _____
Using the multiplication facts table write 5 division problems using ) to give to the person next
to you to complete, ensure there are remainders.
Complete the division problems given to you, try not to use the multiplication facts table

Lesson 3
Start by playing division bingo game
Can anyone tell me how many legs a spider has? I had a dream last night about spiders and there were
70 legs, how many spiders were there? Work in pairs. Come and whisper your answer to me, What were
the other legs from? Have students go away and make up a problem that they don’t think I’ll be able to
work out with some spiders and one other animal. Write and share with the class, see who can work it
out

**remember to teach to two different levels, Craig will be assessing my ability to teach to both year
levels
Learning Outcomes:
All students will be able to explain division as repeated sharing or repeated subtraction.
Year 2’s will be familiar with the division symbol ÷ and Years 3’s will be familiar with the division sign.
Year 3’s will be exposed to remainders and be able to explain what a remainder is
Years 2’s will be able to divide 1 & 2 digit numbers by 1 digit numbers and Year 3’s will be able to divide
2 & 3 digit number by 1 digit numbers

Equipment/Resources:
Maths books
Counters
Multiplication chart
Multiplication bingo game
Division bingo game

Formative Assessment Summative Assessment Student Self Assessment

Bookwork Ability to create division problem
Correct completion of the problems for peers to complete
provided by teacher
Ability to create division problems
for peers
Problem solving of spiders problem