How have five years of the National Numeracy Strategy affected Year 5 pupils’ written division calculations?

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algorithm – a succinct and standardised written procedure for solving a numerical problem

traditional algorithm for division – this is sometimes referred to as the ‘bus-shelter method’ as the way of setting out the numbers looks like a cross-section of a bus-shelter. It is an efficient, condensed method of recording the operation of division and is based on partitioning the whole number being divided into hundreds, tens, units and so on and operating on each digit separately.

chunking algorithm – this is a way of systematically recording a method of division based on high level chunking (see below). It is an efficient, condensed method of recording the operation of division and is based on using whole number values throughout the calculations. It was introduced in the 1999 NNS and would have been new to many primary teachers.

informal strategy – a way of tackling a numerical problem based on intuitive understanding. Informal strategies may use idiosyncratic methods of recording the work.

high level chunking – a method for decomposing numbers in efficient ways using known relationships e.g. in the sum 432 ÷ 15, 432 can be ‘chunked’ as 300, 60, 60 and 12 to make division by 15 easier.

low level chunking – a method for decomposing numbers in less efficient ways e.g. in the sum 432 ÷ 15, repeatedly subtracting 15 or 30.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did pupils differ in their division methods and success rates? What strategies did pupils use in more and less successful schools? Did boys and girls perform differently? What did the researcher conclude from the study? What were the aims of the study and how was it designed? What are the implications of the study? Where can I find out more? Definitions Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader How have five years of the National Numeracy Strategy affected Year 5 pupils’ written division calculations? This digest found in Mathematics Send to a friend Word doc 60KB Printer friendly Collate for later Definitions These definitions have been supplied by the digest writers for the benefit of our website readers. algorithm – a succinct and standardised written procedure for solving a numerical problem traditional algorithm for division – this is sometimes referred to as the ‘bus-shelter method’ as the way of setting out the numbers looks like a cross-section of a bus-shelter. It is an efficient, condensed method of recording the operation of division and is based on partitioning the whole number being divided into hundreds, tens, units and so on and operating on each digit separately. chunking algorithm – this is a way of systematically recording a method of division based on high level chunking (see below). It is an efficient, condensed method of recording the operation of division and is based on using whole number values throughout the calculations. It was introduced in the 1999 NNS and would have been new to many primary teachers. informal strategy – a way of tackling a numerical problem based on intuitive understanding. Informal strategies may use idiosyncratic methods of recording the work. high level chunking – a method for decomposing numbers in efficient ways using known relationships e.g. in the sum 432 ÷ 15, 432 can be ‘chunked’ as 300, 60, 60 and 12 to make division by 15 easier. low level chunking – a method for decomposing numbers in less efficient ways e.g. in the sum 432 ÷ 15, repeatedly subtracting 15 or 30.