# improve ÷ facts

### teacher overview

### teach-learn-practise

useful extra

teach-learn | link to | practise-learn | timely practice | |

1 | given ÷ 2 = {1,2,3,4,5} | given ÷ sign (1) | giving students the appropriate division fact flash cards would be ideal | sign up for - use of timely practice
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- improve their accuracy
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2 | given ÷ 2 = {6,7,8,9} | given ÷ sign (1) | ||

3 | U ÷ U = 1 | given ÷ sign (2) | ||

4 | given ÷10 = {1 to 10} | x/÷ by 10/100/1000 (5) | ||

5 | given ÷ 5 = {2,3,4} | given ÷ sign (6) | ||

6 | given ÷ 5 = {6,8} | given ÷ sign (6) | ||

7 | given ÷ 9 = {2 to 9} | given ÷ sign (7) | ||

8 | given ÷ 5 = {5,7,9} | given ÷ sign (6) | ||

9 | given ÷ 4 = {2,3} | given ÷ sign (8) | ||

10 | given ÷ 3 = {2,3,4,5} | given ÷ sign (4) | ||

11 | given ÷ U = 10 | given ÷ sign (4) | ||

12 | U ÷ 1 = U | given ÷ sign (4) | ||

13 | given ÷ {6,7,8} = 2 | given ÷ sign (4) | ||

14 | given ÷ 4 = {5,6,7} {easier to half and half again} | given ÷ sign (8) | ||

15 | given ÷ 8 = {3,5,6} {easier to half and half and half again} | given ÷ sign (8) | ||

16 | given ÷ 4 = {4,8,9} {harder to half and half again} | given ÷ sign (8) | ||

17 | given ÷ 8 = {4, 7, 8, 9} {harder to half and half and half again} | given ÷ sign (8) | ||

18 | given ÷ 3 = {6, 8, 9} {use of product of prime factors might make things easier} | given ÷ sign (9) | ||

19 | given ÷ 6 = {3, 4, 5, 6, 8, 9} {use of product of prime factors might make things easier} | |||

20 | given ÷ 7 = {4, 5, 8, 9} {use of product of prime factors might make things easier} | given ÷ sign (9) | ||

21 | given ÷ 3 = {3,6} {product of prime factors won’t help} | |||

22 | given ÷ 7 = {3, 6, 7} {product of prime factors won’t help} |

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### NC information

National curriculum code and descriptions (partially) covered by the strands

N2 apply the four operations, including formal written methods, to integers, decimals and simple fractions (proper and improper), and mixed numbers – all both positive and negative;