This content was created by Rob Langman. This content was uploaded by Rob Langman. This is a YouTube instructional video titled "How to Teach Related Division Facts with Times Tables" (created 2024-04-10). The excerpt features multiple speakers (one introduces herself as Florence plus several other labeled speakers) presenting a teacher-facing lesson on supporting pupils to learn related division facts. The content explains division as a proportional relationship, demonstrates scaling examples (e.g., doubling numbers, using 18 ÷ 3, 60 ÷ 20, 40 ÷ 5, 0.9 ÷ 0.3), references the constant-ratio method, and suggests concrete resources (a bead string) to build understanding before moving to abstract calculations.
Chapters
Hi, I'm Florence, and in this video.
We'Re going to look at how we.
Can support pupils when learning related division facts.
In order to learn their related division facts, pupils need to understand that division.
Shows us a proportional relationship between the.
Two numbers on either side of the division sign.
And that can be demonstrated here.
Four divided by two. So if we shared these four balls.
Between the two plates would give us.
Two.
And now we're going to double.
The four to give us eight and double this two to give us four. If we shared double the number of balls between double the number of plates, we would still.
Get the answer of.
Two, and that's because of the proportional relationship between these two numbers. So let's have a look at how we can use that to learn related division factors.
Pupils should know that 18 divided by.
3 is 6, because this number has.
Been made 10 times bigger and this.
Number has been increased by the same proportion. The answer is going to be the same. And we've touched on this in a.
Previous video talking about the constant ratio method.
So the answer is still going to be six.
If people struggle to get to grips.
With this, then you can use a.
Concrete resource to support them.
So, with this bead string, ask them.
To start off imagining each bead to.
Have a value of one.
I've got 18 beads and I've shared.
Them into six, into groups of three. I can see that I've got six groups altogether.
Next, ask them to imagine that each.
Bead has a value of 10.
We still have six groups, but each group now is worth 10, 20, 30.
And in total, our beads have a value of 180.
Once pupils are confident with this, you.
Can move on to some more abstract division calculations. So to work out 60 divided by.
20, pupils can use 6 divided by 2. Both our numbers have been increased by.
10, so we know that the answer.
Is going to be the same as it would be to six divided by.
Two, so it's going to be three.
In this example, pupils can use 40 divided by five to help them.
They know that's eight, but the first.
Number is 10 times bigger, so they're going to need to make their answer 10 times bigger as well.
It's going to be 80. And finally, in this example, they can.
Use nine divided by three to help them.
Nine divided by three is three. And because the numbers on both side.
Of our division have been reduced by.
The same.
So they've both been divided by 10.
0.9 is 10 times more than 9, 0.3, 10 times more than 3.
Our answer is going to remain the same.
3. So there are some ways that you.
Can help pupils begin to understand how they can learn related division facts.
