Year 6 Week 17 Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Identity common factors and Identify factors of 2-digit factor; common multiple; N6.3K Find common factors, common multiples and prime
common multiples numbers and identify highest; lowest factors
multiples of 2 to 10 up to at
least the 12th multiple

Teaching Summary
Starter
Times-table bingo
Students choose nine numbers from numbers listed: 13, 24, 30, 36, 37, 42, 48, 56, 59, 63, 72, 84, 89, 96, 144 and write them in a 3×3 grid on their whiteboards.
Shuffle a pack of 1-12 cards (RS 2 Number cards 0-20), take two and ask students to multiply them together. If they have the answer on their board, they ring it.
Repeat until one student has ringed three numbers in a line in any direction to win. Repeat, students can change their numbers. Were some numbers better to
choose than others? Why?
Main Teaching
Display the 15 numbers looked at during starter. Ask students to list all the factors of 24 and of 30. Remind students that listing them in factor pairs (pairs of
numbers that multiply together to make 24 or 30) will help to ensure that they do not miss any. It is helpful to encourage them to start with the number itself and 1
as the first factor pair, as this often gets forgotten. Take feedback and agree that both lists have 1, 2, 3 and 6. Say: These are called common factors — both
numbers have these factors in common.
Short Task
Students work in pairs to find another pair of numbers from the starter list which have at least one common factor, in addition to 1. They record the pair of
numbers and all the common factors they can spot.
Teaching
• Take feedback and ask a pair of students to share their pair of numbers and common factors. Can the class see any more common factors? Ring the
highest common factor. Ask other pairs of students for their pair of numbers and the highest common factor that they found. Can the rest of the class see a
higher common factor?
• Show a Number square tool and to highlight the multiples of 3 and 4. Point out that some numbers are coloured in both colours. Say: This is because they
are multiples of both three and four. Say that we call them common multiples of 3 and 4. Ask: Which is the lowest common multiple of three and four? Point
out that it is 12.
• Repeat for multiples of 6 and 9, first asking students to identify common multiples, and the lowest common multiple.
Short Task
Ask students to work in pairs to shuffle a set of 2–9 cards (RS 2 Number cards 0-20), then take two cards. They list at least three common multiples of the two
To access hyperlinks in this document you may require an Abacus subscription
numbers including the lowest.
Teaching
Ask a few pairs to report back and ask the rest of the class to check that they have found the lowest common multiple.
Key Questions
• Which numbers are factors of both numbers? Which is the highest number that is a factor of both numbers?
• Which numbers are in both times tables? Which is the lowest common multiple?
Watch out for
• Students whose knowledge of times tables is not secure enough for them to recognise common factors or common multiples

Main Activity
Core
Common factors and common multiples
Work with students to complete questions 1–10 on GP 6.17.1, ensuring they complete some of each section to practise finding common factors and common
multiples. To help student get started, ask them to think which times tables contain both numbers. They could do this systemically, for example are they in the 1
times-table? Yes. Are they in the 2 times-table? 3? 4? And so on.
Assessment Focus
• Can students identify common factors and multiples?
• Can students identify the highest common factor and the lowest common multiple?
Support
Common factors and common multiples
Students complete questions 1, 2, 3, 6, 7 and 8 on GP 6.17.1 to practise finding common factors and common multiples.
Extend
Common factors and common multiples
Students complete questions 3−5 and 9−13 on GP 6.17.1 to practise finding common factors and common multiples.
Further Support
Give students a multiplication grid on RS 122 Multiplication grid (12 times-table) to help remind them of multiplication facts. Support them in drawing a spider
diagram of the factor pairs, telling them how may ʻlegsʼ the spider diagram needs to have to ensure that they find all the factors. This will help them to make sure
they can find the highest common factor.

Plenary
Split the class into six teams. Generate three numbers between 1 and 9. Students work as a team to try to identify the lowest common multiple. Each team score

To access hyperlinks in this document you may require an Abacus subscription

1 point for a correct common multiple, but 2 points if the one they show is the smallest. Repeat.

Additional Activity
Students can have a go at the additional activity Factor-multiple Chains from the NRICH website.
Linked with kind permission of NRICH,  www.nrich.maths.org

Resources
Physical Resources Photocopiables
• Whiteboards • RS 2 Number cards 0-20
• Number square • RS 122 Multiplication grid (12 times-table)

To access hyperlinks in this document you may require an Abacus subscription

Year 6 Week 17 Lesson 2
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Understand that a prime Recognise multiples of at prime numbers; composite N5.3K Identify prime numbers up to 100
number has exactly two least 2, 3, 4, 5, 9 and 10 and numbers; factor; multiple; N6.3K Find common factors, common multiples and prime
factors, find prime numbers know multiplication facts Sieve of Eratosthenes factors
less than 100 and understand
what a composite (non-prime)
number is

Teaching Summary
Starter
Factor pairs with exactly two pairs of factors
Show how 6 and 15 have exactly two pairs of factors. Challenge students to work in pairs to find other numbers less than 50 with exactly two pairs of factors.
Share results.
Main Teaching
• Write Sieve of Eratosthenes on the board. Explain that Eratosthenes was a Greek mathematician who discovered an ancient Chinese method of finding
prime numbers. Ask students to recall what prime numbers are. Take suggestions and agree that a prime number has only two factors: itself and 1. All other
numbers that are not prime numbers are called composite numbers. They have more factors than just themselves and 1. They have some extra factors.
• Use Number square tool to show the 1–100 grid. Point to 1, explaining that 1 is not a prime number as it only has one factor, itself. Cross it out.
• Now look again at the grid. Ask: What is the smallest prime number? (2). Cross out all the multiples of 2, except 2 itself. Explain that since these are all
multiples of 2, they cannot be prime and so can be sifted out. Say: All even numbers larger than two can be divided by two and so are not prime. Two is a
factor of all even numbers.
• What is the next smallest prime number? (3). Point out that we can cross out all multiples of 3, except 3 itself.
• Point to 4. Say that we’ve already crossed out 4 because it divides by 2. Four is a composite number.
• Point to 5, identify it as the next prime number and remind students that we then cross out all the multiples of 5, except 5 itself.
• Say that we can keep going until we have crossed out all the composite numbers leaving all the prime numbers showing. Explain that they will continue this
‘sieving’ process during the rest of the lesson.
Checkpoint
Use the following task to assess understanding of the following outcomes. You can use it in this lesson or at another time in the day that suits you.
• Identify common factors, common multiples and prime numbers
Ask the students:
1) In each case, identify the odd one out and explain how you know.

To access hyperlinks in this document you may require an Abacus subscription

 (The odd one out is a) 26 because it is not in the ×6 table, 14 because you can’t divide 48 by 14 and get a whole number, 21 because it is a multiple of 3
and 7, 35 because it is not a multiple of 3).
2) In each case, give one more number that fits the criteria and one more number that doesn’t. Explain why.
a) Find two prime numbers that added together total 72. (31 and 41)
b) Find all the factors of 64. (1, 2, 4, 8, 16, 32, 64)
3) What other numbers also have an odd number of factors? Why is this? (All square numbers have an odd number of factors. This is because factors are
in pairs, but one factor pair has the same number repeated which will only be counted once in the total number of factors)

Main Activity
Core
Finding prime numbers to 100
Students work in pairs to carry out the sieving of prime numbers, using a 1-100 grid on RS 134 100-square. They discuss if there are any patterns in the prime
numbers. If they need a hint they can start by comparing the prime numbers with multiples of 6. (Often the prime numbers are one more or one less than a
multiple of 6.) Students should also look to see if they can make any prime numbers by adding two prime numbers.
Support
Finding prime numbers to 100
Students work in pairs to carry out the sieving of prime numbers, using a 1−100 grid on RS 134 100-square. Help students to think about how to test each number to
make sure it only has two factors, itself and 1.
Work with this group to help them. Ask: Which is the most common last digit of prime numbers less than 100? Can a two-digit prime number have two as the last
digit? Why not? Which other digits arenʼt possible for two-digit primes? Encourage students to cross off whole columns for multiples of 2, 5 and 10, rather than
individual numbers. For multiplies of 3, 7 and 9 suggest that they start with the multiples they know from tables facts then they can count on to find the multiples
beyond the known tables. Discuss why they do not need to look for multiples of 4, 6 or 8 to cross off.
Assessment Focus
• Do students understand what a prime number is?
• Can students find at least the first 10 primes?
Extend
Finding prime numbers to 100
Students work in pairs to carry out the sieving of prime numbers, using a 1-100 grid on RS 134 100-square. They discuss if there are any patterns in the prime
To access hyperlinks in this document you may require an Abacus subscription
numbers and to see if they can make prime numbers by adding two prime numbers. Can they make a prime number by adding three prime numbers?
Y6 TB2 p53 Identifying prime numbers
Linked Resources: Y6 TB2 Answers p50-56
Further Support
Give a multiplication grid of multiplication facts to help.

Plenary
Use a number square tool to show the prime numbers. Are the highlighted numbers the ones that students havenʼt crossed out? They should have 25 prime
numbers. When they were crossing out multiples of 2, 3, 4, 5, etc., did they find that there were some multiples they didnʼt need to cross out? Why was this?
(They are multiples of other numbers they have already crossed off). So in fact they only needed to cross out multiples of prime numbers.
Discuss how there is no regular pattern of prime numbers, although there seem to be more in the columns with numbers ending in 1, 3, 7 and 9. Explain how it is
this lack of pattern that means no-one can predict the next prime number without working it out, despite many mathematicians trying to do this for centuries!
Could students make a prime number by adding two prime numbers? Discuss how all prime numbers are odd except 2, so if we add two odd numbers we will get
an even number not prime (only 2 can be added to a prime number to make another prime number). Ask for example, for example, 11 + 2 = 13, 59 + 2 = 61. Say:
But we can make an odd number by adding three odd numbers! Challenge students to find three prime numbers on their grids which add together to make
another prime number, for example 11, 13 and 17.

Resources
Physical Resources Photocopiables
• Y6 Textbook 2 • RS 134 100-square
• Y6 TB2 Answers p50-56

To access hyperlinks in this document you may require an Abacus subscription

Year 6 Week 17 Lesson 3
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Use short division to divide 4- Use efficient chunking to short division; times-table; N6.3H Divide numbers up to four digits by 2-digit whole
digit numbers by single-digit divide 3-digit numbers by estimate; remainder; fraction; numbers using a formal written method, with whole number or
numbers including those single-digit numbers, simplify divisor; multiple decimal answers (up to 2 decimal places)
which leave a remainder and fractions and multiply 2-digit
investigate and explore numbers by single-digit
patterns numbers and by multiples of
10, understand the concept of
division

Teaching Summary
Starter
Division facts
Students choose six numbers from 1 to 12 to write in a 3 × 2 grid. Call out division facts from the 6, 7, 8, 11 and 12 times tables, for example 84 divided by 7, how
many 6s are in 48? If students have the answer, they ring it. The first student to ring all six numbers wins.
Main Teaching
• Show the four divisions on the board: 4532 ÷ 4, 6382 ÷ 7, 5247 ÷ 3 and 4783 ÷ 5. Ask students to discuss in pairs which they think will have an answer of
less than 1000, which will have an answer of more than 1000, and why. Ask: Can you tell just by looking which one will definitely have remainder?
• Take feedback and drag the four divisions into two sets, answers greater than 1000 and answers less than 1000. Discuss that if the divisor will go in the first
digit of a 4-digit number, the answer must be more than 1000.
Short Task
Split the class into four groups and assign one division to each group for them to work out the answer, expressing any remainder as a fraction. Work with those
needing to support to model how the division is done.
Teaching
• Show each short division from before.
• Take feedback and rehearse how we do short division using the first calculation:

To access hyperlinks in this document you may require an Abacus subscription

To access hyperlinks in this document you may require an Abacus subscription
Main Activity
Core
Division investigation 1
Students work in small groups and follow the instructions on RS 948 Division investigation to investigate patterns when dividing 4-digit numbers with repeated
digits by 5, then by 6 then by other 1-digit numbers. i.e. 1111 ÷ 5, 2222 ÷ 5, to 9999 ÷ 5. They can share the divisions between them to cover more in the time
available and so discover more interesting patterns.
Assessment Focus
• Can students divide 4-digit numbers by single-digit numbers?
• Can students spot patterns, make and test general rules, checking when an answer does not fit the predicted pattern?
Support
Division investigation 2
Work with this group to help them investigate patterns when dividing 3-digit numbers with repeated digits by 3, 4 and 5. Together, divide 111, 222, 333, 444, 555,
666, 777, 888 and 999 by 3, 4 and 5. What do students notice? Can they explain what happens? Can they predict the next answer in the sequence then work it
out to check they are right?
Can they express any remainders as a fraction?
Assessment Focus
• Can students divide 3-digit numbers by single-digit numbers?
• Can students spot patterns, make and test general rules, checking when an answer does not fit the predicted pattern?
Extend
Division investigation 1
Students work in small groups and follow the instructions on RS 948 Division investigation to investigate patterns when dividing 4-digit numbers with repeated
digits by 5, then by 6 then by other 1-digit numbers (1111 ÷ 5, 2222 ÷ 5, to 9999 ÷ 5). They can share the divisions in each set between them to cover more in the
time available and so discover more interesting patterns. They should try to write a statement about each sequence of answers. Can they predict the next answer
in the sequence then work it out to check they are right?
Assessment Focus
• Can students divide 4-digit numbers by single-digit numbers?
• Can students spot patterns, make and test general rules, checking when an answer does not fit the predicted pattern?
Further Support
Some may find the mental method of ʻchunkingʼ easier. For example, for 888 ÷ 5:

To access hyperlinks in this document you may require an Abacus subscription

Plenary
Ask pairs of students to feedback what they found, for example support group found every number (111, 222, 333 …) when divided by 3 did not have a remainder,
whereas dividing by 5 and 4 gave a pattern of remainders of 1, 2, 3, 4, and 3, 2, 1. Compare this with the findings of the other groups. Divisors of 3, 4, 5, 6 and 8
had similar patterns, whereas the patterns for 7 and 9 are completely different, but do have a pattern.

Resources
Physical Resources Photocopiable Resources
• RS 948 Division investigation

To access hyperlinks in this document you may require an Abacus subscription

Year 6 Week 17 Lesson 4
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Use long division to divide 3- Use efficient chunking to long division; times-table; N6.3H Divide numbers up to four digits by 2-digit whole
digit numbers by 2-digit divide 3-digit numbers by estimate; remainder; fraction; numbers using a formal written method, with whole number or
numbers, giving remainders single-digit numbers, simplify divisor; multiple decimal answers (up to 2 decimal places)
as a fraction, simplifying fractions and multiply 2-digit
where possible numbers by single-digit
numbers and by multiples of
10

Teaching Summary
Starter
Mental division
Students play in pairs. One shuffles a pack of digit cards (made from RS 2 Number cards 0-20), and takes two to make a 2-digit number. The other rolls a 0–9
dice, rolling again if they roll 0. They divide the 2-digit number by the single-digit number, expressing the remainder as a fraction. Challenge them to see how
many divisions with answers greater than 10 they can do in five minutes.
Main Teaching
• Record 472 ÷ 13 on the board. Explain that we are dividing by 13 and we do not know this times table. Say: So we will need to write the thirteen times-table.
Explain that we do not need to write it all − just the first five terms to start with. Help students to write 13, 26 (double 13), 39 (26 + 13), 52 (double 26) and 65 (1/2 of 130)
along the top of their page or board.
• Show the multiples of 13 on the board. Read the division in unison together: How many thirteens are in four hundred and seventy-two?
• Ask: Do you think there are more than ten thirteens in four hundred and seventy-two? (Yes). What about more than twenty? Agree that 20 lots of 13 are 260.
Are there more than 30 lots of 13 in 472? Agree that 30 × 13 = 390. Are there more than 40 lots of 13 in 472? Agree that 40 × 13 = 520, which is too much,
so the answer will be a number between 30 and 40. So we need to start with 30 × 13 = 390. Write 30 above the line and subtract 390 from 472.

To access hyperlinks in this document you may require an Abacus subscription

• Point at the amount left, 82. Ask students how many 13s they think will be in 82. Ask: Look at your thirteen times-table. Does it go far enough? Write the next
multiple of 13 after 65 (65 + 13 = 78). Agree that we can subtract 6 lots of 13. Record this.
• Point to the amount left, 4. Ask: How much is left? We need to divide this remainder by the divisor to give 4/13. Compare the answer with the estimate of
between 30 and 40. Explain that using multiples of 10 of the number we are dividing by helps us to make a good estimate and to work out which multiple of
the divisor to subtract first.
• Ask students to discuss in pairs how many 25s they think might be in 670. Take estimates and record them on the board.
• Read the division in unison: How many twenty-fives in six hundred and seventy? Then agree that we need to write out our 25 times-table. Help students
write the first 6 terms: 25, 50, 75, 100, 125, 150.
• Demonstrate how to use long division to solve 670 ÷ 25. Ask: Are there more than ten twenty-fives in six hundred and seventy? Definitely! Point out that 2 ×
25 = 50, so 20 × 25 = 500. So we write 20 above the line and subtract 500 from 670. Look at what is left. (170). Click to confirm and carry on completing the
division to give an answer of 26 20/25. Agree that we can simplify 20/25 and write this as 4/5.
Short Task
Ask students, in pairs, to first estimate an answer to 585 ÷ 25 then use long division to find the answer.
Teaching
Take feedback and agree the answer as 23 2/5. Remind students of the stages in long divisions. First we need to write out at least the first five multiples of the
times table of the divisor. Then we see is the most we can subtract: ten lots, 20 lots, 30 lots or even more. We always write the number of lots that we are
subtracting above the line, so if we are subtracting 20 lots of 13, (we write 20 above the line).
Key Questions
• Are there more than ten 13s in 472? More than twenty 13s? More than thirty 13s? What are thirty 13s? More than forty 13s? What are forty 13s? So what,
approximately, is the answer?
• What is the remainder as a fraction? Can we simplify it?
Watch out for

To access hyperlinks in this document you may require an Abacus subscription

• Students who are not fluent in multiplying 2-digit numbers by single-digit numbers or multiples of 10
• Students who are not able to arrive at an estimate but instead just repeatedly subtract 10 lots of the divisor.

Main Activity
Core
Dividing by 16 and 24
Ask students to work in pairs to list multiples of 16 up to 10 × 16. Write 724 ÷ 16 on the flipchart. Ask students if there are more than 10 lots of 16, more than 20
lots, 30, 40 then 50 lots of 16 in 724. Suggest they use their list of multiples to help. Agree that there are between 40 and 50 lots of 16 in 724. Model subtracting
640 from 724 using the long division layout, writing 40 at the top. Ask students to use their list of multiples to work out what number to subtract. Subtract 80,
writing 5 at the top. Ask: How many are left? What do we get if we divide four by sixteen? Agree we get 4/16 which we can simplify to 1/4, so the answer to the
division 724 ÷ 16 is 45 1/4.
Ask students to work in pairs to choose their own 3-digit number to divide by 16. They swap with another pair to check.
Ask students to write multiples of 24 and then use these to help divide 3-digit numbers by 24.
Assessment Focus
• Can students use long division to divide 3-digit numbers by 2-digit numbers?
• Can students use multiples of 10 of the divisor to give an estimate?
Y6 TB2 p56 Long division
Linked Resources: Y6 TB2 Answers p50-56
Support
Y6 TB2 p55 Long division
Linked Resources: Y6 TB2 Answers p50-56
Extend
Y6 TB2 p57 Long division
Linked Resources: Y6 TB2 Answers p57-67
Further Support
Some students may need more practice using efficient chunking to divide 3-digit numbers by single-digit numbers before dividing by 2-digit numbers.

Plenary
Ask: How can we check our answers? Draw out using multiplication to check. Together work through using multiplication to check the first division in the main
teaching, taking care to show how the multiplication of the 4/13 by 13 gives 4, which needs to be added on.

Resources
To access hyperlinks in this document you may require an Abacus subscription
Physical Resources Photocopiables
• 0−9 dice • RS 2 Number cards 0-20
• Digit Cards • Y6 TB2 Answers p50-56
• Whiteboards • Y6 TB2 Answers p57-67
• Y6 Textbook 2

To access hyperlinks in this document you may require an Abacus subscription

Year 6 Week 17 Lesson 5
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Use long division to divide 4- Multiply 2-digit numbers by long division; times-table; N6.3H Divide numbers up to four digits by 2 digit whole
digit numbers by 2-digit single-digit numbers, multiples estimate; remainder; fraction; numbers using a formal written method, with whole
numbers, giving remainders of 10 and 100 divisor; multiple number or decimal answers (up to 2 decimal places)
as a fraction, simplifying
where possible

Teaching Summary
Starter
Find and tell a time
Show students the analogue time 2:50. Say that this time is after noon. Students work in pairs: one to write the time as it would appear on a 12-hour digital clock
and the other as it would appear on a 24-hour digital clock. They then both write the time 15 minutes later. Repeat with other pm times, including times such as
2:48. After four times, students swap roles. Show another four times.
Main Teaching
• Ask students to discuss how many days they might be in 4936 hours.
• Take feedback, including how students arrived at their estimates, for example 200 × 24 = 4800, so just over 200 days.
• Show 4936 ÷ 24 on the board and read this in unison as How many twenty-fours in four thousand, nine hundred and thirty-six? Remind students that,
because we are dividing by 24, we need to write the 24 times-table. Support them in writing the first six multiples of the 24 times-table: 24, 48 (double 24), 72
(48 + 24), 96 (double 48), 120 (1/2 of 240), 144 (120 + 24), etc.
• Show 4936 ÷ 24 and multiples of 24 on the board. Discuss how many 24s we need. Ask students to think whether 4936 is more than 10 lots of 24. Is it more
than 100 lots of 24? (Yes) So how about 200 lots of 24? Agree that 200 × 24 = 4800. Write 200 above the line and then the subtraction of 4800 from 4936.
• Now we look at what is left. We have 136 left. How many 24s can this be? Ask students to consider how many 24s we can subtract. Five 24s are 120. So we
write 5 above the line and subtract 120 from 136.
16 3
• Ask: How much is left? How can we write this as a fraction? Agree that can be simplified to . So how many days are in 4936 hours? Agree that it is 205
24 4
3
days.
4
Short Task
Ask students to work in pairs to find how many days are in 5052 hours. Remind them that they will need their 24 times-table. Also, they will need to think if it is
more than 100 lots of 24 or 200 lots of 24. Work with students needing support, directing them to the relevant multiples or asking them to write the first few
multiples of 10 ÷ 24 and 100 ÷ 24 until they get close to what they need. 24 ÷ 10, 24 ÷ 100, 24 ÷ 20, 24 ÷ 200, and so on.

To access hyperlinks in this document you may require an Abacus subscription

Teaching
• Ask a pair to come and show their workings out on the board. Do the rest of the class agree? Agree the answer as 210 1/2 days.
• Ask students to work in pairs to list multiples of 32 up to 6 ÷ 32, using previous answer to work out new ones. Say that exercise books come in packs of 32
and a secondary school needs 1392 books for the new intake. Ask: How many packs of books is this? Together work through the division, agreeing an
answer of 43 1/2 packs.
Short Task
Ask students to work in pairs to find how many packs would be needed if the school needed 1040 books. Work with students needing support on how to use the
multiples to help.
Teaching
Take feedback and agree the answer is 32 1/2 packs.
Key Questions
• If 5 ÷ 24 = 120, what is 50 × 24? 500 × 24?
• Roughly how many 24s are in 4936? So what multiples of 24 shall we subtract first?
• What do we do next?
Watch out for
• Students who are not fluent in multiplying 2-digit numbers by single-digit multiples of 10 or multiples of 100
• Students who are not able to arrive at an estimate but instead just repeatedly subtract 10 lots of the divisor

Main Activity
Core
Y6 TB2 p59 Long division
Linked Resources: Y6 TB2 Answers p57-67
Support
Y6 TB2 p58 Long division
Linked Resources: Y6 TB2 Answers p57-67
Extend
Dividing by 36
Ask students to list the first ten multiples of 36. Ask them to estimate how many 36s might be in 792. Together work through the stages in calculation, first
subtracting 720 to leave 72 then subtracting 72 to leave no remainder, giving an answer of 22.
Repeat for 3844. Students use their multiples list to help. Agree the answer as 161 1/6.
Ask students to work in pairs to choose two 3-digit numbers, then at least two 4-digit numbers between 3600 and 10 000 to divide by 36.
To access hyperlinks in this document you may require an Abacus subscription
Assessment Focus
• Can students use long division to divide 3-digit and 4-digit numbers by 2-digit numbers up to 40?
• Can students make sensible estimates?
• Can students express remainders as (simplified) fractions?
Further Support
Help students to list multiples of the divisor, and use these to divide three-digit numbers by friendly numbers less than 30 (each digit in the answer to be 1, 2, 3 or
4)

Plenary
Show the four divisions; 1248 ÷ 18, 4782 ÷ 18, 1532 ÷ 24 and 6382 ÷ 24. Ask students to discuss in pairs which they think will have an answer of more than 100,
and which will have an answer of less than 100, and to explain how they can tell. Split the class into four groups and assign one division to each of the four groups
to work out. Click to reveal answers. Were they correct?

Resources
Physical Resources Photocopiables
• Y6 Textbook 2 • Y6 TB2 Answers p57-67

To access hyperlinks in this document you may require an Abacus subscription