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## Halving numbers

• Halving numbers
• Course: Mathematics
• Section: Division
• Outcome: Dividing three digits by one digit - no remainders
• Activity Type: Printable
• Activity ID: 4226

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#### United Kingdom – National Curriculum expand/collapse

• ##### KS2.Ma2 – Number and algebra
• Knowledge, skills and understanding

• Solving numerical problems

• KS2.Ma2.4 – Pupils should be taught to:

• KS2.Ma2.4.a – Choose, use and combine any of the four number operations to solve word problems involving numbers in 'real life', money or measures of length, mass, capacity or time, then perimeter and area

• Using and applying number

• KS2.Ma2.1 – Pupils should be taught to:

• Problem solving

• KS2.Ma2.1.a – Make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum

• Calculations

• KS2.Ma2.3 – Pupils should be taught to:

• Number operations and the relationships between them

• KS2.Ma2.3.b – Find remainders after division, then express a quotient as a fraction or decimal; round up or down after division, depending on the context

• Mental methods

• KS2.Ma2.3.g – Double and halve any two-digit number

• Written methods

• KS2.Ma2.3.j – Use written methods for short multiplication and division by a single-digit integer of two-digit then three-digit then four-digit integers, then of numbers with decimals; then use long multiplication, at first for two-digit by two-digit integer calculations, then for three-digit by two-digit calculations; extend division to informal methods of dividing by a two-digit divisor [for example, 64 ÷ 16]; use approximations and other strategies to check that their answers are reasonable

#### Australia – Australian Curriculum expand/collapse

• ##### Number and Algebra
• Number and place value

• ACMNA101 – Solve problems involving division by a one digit number, including those that result in a remainder

• ACMNA291 – Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

• ##### Number and Algebra
• Number and place value

• ACMNA123 – Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers

#### New Zealand – National Standards expand/collapse

• ##### 7.NA – Number and algebra
• 7.NA.1 – Apply additive and multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including percentages)

• ##### 6.NA – Number and algebra
• 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to:

• 6.NA.1.b – Find fractions of sets, shapes, and quantities

#### United States – Common Core State Standards expand/collapse

• ##### 4.NBT – Number & Operations in Base Ten (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
• Mathematics

• 4.NBT.6 – Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.