A short instructional YouTube video (presented by Ben) demonstrating how to teach long division using physical counters placed in place-value columns. The video walks through 1976 ÷ 13 step-by-step: placing counters, determining how many groups of 13 fit into each place-value (thousands→hundreds→tens→ones), subtracting multiples (using a chart of first five multiples), and arriving at the quotient 152 with no remainder. The presenter recommends checking the result by multiplying 13 × 152.
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Hi, my name is Ben. In this video, I'm going to be teaching you how you can use counters to demonstrate long division. It's really worth noting that to use counters like this on the board, or indeed for the children to have them on the table, is a really helpful practical tool. It's also worth noting that when dealing with any long division, to write down the first five multiples is very useful, and we'll be referring to that later. Okay, here's our question. We have 1976 divided by 13. You can see that I place the counters in the place value columns. And again, that helps the children really see the value of each counter. Okay, so first of all, we'll start with a thousands, as that's the largest column. And how many groups of 13 can we make out of that one counter? The answer is zero. So then we move to the hundreds and we bring down these counters. So then how many groups of 13 can we make out of these 19 counters? And the answer is one. And we put it there above the hundreds column. We now need to remove or subtract the 13 1,300, which leaves us with 600 remaining. We then move to the tens, which is the next column to the right. And we now have 67 tens, or 670. And then how many groups of 13 can we make from 67? This is where we can refer to our chart. And we can see that 5 groups of 13 is 65. So we can write 5 above the tens and we can remove those 65. We then look at the ones column, which is the next column to the right, where we have six counters, which means that we now have 26. And then how many groups of 13 can we make from 26? Again, a quick check on our reference. And we can see that it's two groups. And we remove these, Which leaves us with zero counters left, therefore no remainder. So if we look at our answer 152, our question is 1976 divided by 13, which equals 152. Again, a really, really useful tip here is to get the children to use the inverse to do 13 multiplied by 152. And when they get 1976, that shows they've got the right answer. And that's how you can use counters to demonstrate a long division.
