A short instructional transcript of a classroom-style YouTube video in which Clare demonstrates how to divide 20 by 3 using a number line. She models division as repeated subtraction by making consecutive jumps of 3 from 20 toward zero, counts six jumps to show the quotient (6), notes a remainder of 2, and advises learners to record the process formally.
Chapters
Hello, I'm Clare and we're going to look at how to show children how to divide a two digit number using a number line. Ok, so let's have a look at the question. It says, what is 20 divided by three? Obviously you need to spend quite some time explaining to children what division is all about. It's about repeated subtraction, it's about asking the question how many times will this smaller number, the divisor, go into the larger number, the dividend. Okay, I've drawn the number line here on the board. So let's start by finding the number that we need to divide. Dividend. So we've got 20 and that happens to be right at the end of my number line. So now I'm going to see how many times the three will go into the 20 and by doing jumps of three going down my number line towards the zero. So I'm starting at 20. If I count back three, 1, 2, 3, there is my first jump. Okay, now I'm going to jump back again a second time. I would probably stop here and say to children, how many times has three gone into 20 now? And they can say, oh yes, there are two jumps, so it's gone in twice so far. And I say good, let's carry on and see how far we can go. Then I would do another jump of three, another jump of three, stop there again and say, just check how many jumps we got now? Four. Let's continue. We'll do another jump of three. I've got to the five. Another jump of three. Okay, how many jumps of three? I'd ask the children, have we got? And looking at it, they should be able to count that we've gone back 1, 2, 3, 4, 5, 6. So 3 has gone into the 26 times. But, and I say to the children, have you noticed something? We haven't landed at zero. So what number did we end with? We've ended on the number two. So therefore we've got two left over. And that does happen sometimes when we're dividing, we've got remainder two. And it's important that the children not only do this on a number line but actually record it formally so that they see how this works to give you this answer. So there we are. That's how we use a number line to demonstrate division.
