teaching resource

Division Dragon – Worksheet

  • Updated

    Updated:  28 Jan 2024

Division doesn't have to be boring! Let your students practise with our fun differentiated dragon practice sheets.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  4 - 6

Curriculum

  • VC2M4A02

    Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

  • VC2M5N07

    Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>

  • Division Dragon – Worksheet teaching resource
teaching resource

Division Dragon – Worksheet

  • Updated

    Updated:  28 Jan 2024

Division doesn't have to be boring! Let your students practise with our fun differentiated dragon practice sheets.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  4 - 6

Division doesn't have to be boring! Let your students practise with our fun differentiated dragon practice sheets.

Looking for a fun take on usual division worksheets? Behold the super-cool, sunglasses-wearing Division Dragon! 🐉

Differentiated Division Worksheets

This set of worksheets have multiple levels of content. Look for the shape in the top left corner of each page to help distinguish each version.

  • Circle Version
    • division facts, e.g. 15 ÷ 3 = __
  • Triangle Version
    • short division format, dividing two- and three-digit numbers by a single-digit number (no remainders)
  • Square Version
    • short division format, dividing two- and three-digit numbers by a single-digit number (including remainders).

Take a look at all our other stretchy animal worksheets below! Each set includes three differentiated worksheets and a fun stretchy character.

[resource:4658327][resource:4664412][resource:4684429]

Curriculum

  • VC2M4A02

    Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

  • VC2M5N07

    Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>

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