# Functional Skills: Division

## Functional Skills: Division Revision

**Division**

**Division **is splitting up a number or object into pieces that are the same size. The most common method used to **divide** large numbers without a calculator is the **bus stop method**. If you have a calculator, then division problems are more straightforward, but can still be a little tricky – some questions need **whole number answers**.

Make sure you are happy with the following topics before continuing.

### The best way to start your level 2 maths revision isâ€¦...

The pre-assessment. This covers key areas from the level 2 maths exam and once completed will provide revision suggestions so you know what topics to focus on.Â

**When to Divide**

You need to know when a question requires you to **divide**. There are two things to look out for:

- Questions involving the words “
**divide**” or “**division**” or similar. - Questions involving the
**divide**sign, \div.

**Division** can also sneak into questions, for example through fractions or through wordy questions that give you a total and ask for a part of the total. This will be seen many times in this course.

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**Bus Stop Method**

This method of **division** is called the **bus stop method**, because it looks like the shape of a bus stop. You can divide numbers to find whole number answers, decimal answers, or answers that have a remainder.

**Example:** Work out 288 \div 9, without using a calculator.

**Step 1:** Firstly, put the division into the **Bus Stop** seen below.

**Step 2:** See how many times 9 goes into the first digit, 2, which is \textcolor{limegreen}{0} times, so the \textcolor{red}{2} is carried to the next digit to make 28. The 0 goes above the bus stop.

**Step 3:** Next, see how many times 9 goes into 28. We know 3 \times 9=27, so 9 goes into 28 \textcolor{limegreen}{3} times with a remainder \textcolor{red}{1}, which is carried in front of the next digit to make 18. The 3 goes on top.

**Step 4:** Then, see how many times 9 goes into 18, which is \textcolor{limegreen}{2} times. The 2 goes above the bus stop.

So, the answer is,

288 \div 9 = \textcolor{blue}{32}

**Notes:**

If in the last step of the division the number does not divide into it fully, then we can either:

add a decimal point and extra 0‘s at the end of the number that is being divided

e.g. Calculate 315 \div 14

\;\;\;\;\;0\;2\;2\;.\;5 \\ 14\overline{\left) 3{}^31{}^35.{}^70 \right.}

or say the answer with a remainder on the end

e.g. Calculate 315 \div 14

\;\;\;\;\;\;\;\;\;\;\;\;0\;2\;2 \;\; \text{ r }Â 7 \\ 14\overline{\left)3{}^31{}^35 \right.}

### Struggling with division?

Take our functional skills maths level 2 assessment and see how you would score in the real exam.

**Dividing on a Calculator**

The **Bus Stop Method** is for **dividing** without a **calculator**.** Dividing** with a **calculator** is significantly simpler. All you do is type the digits of one number, then press the **divide** symbol \div, then type the digits of the other number, then press equals.

**Example:Â **Use a **calculator** to find 5040 **divided** by 336.

Press 5 then 0 then 4 then 0 then \div then 3 then 3 then 6 then =.

Your **calculator** should give an answer of 15.

**Dividing by \boldsymbol{10}, \boldsymbol{100}, \boldsymbol{1000}...**

**Dividing **by powers of 10 is very similar to **multiplying**, except instead of moving the decimal point to the **right**, you move it to the **left**. The amount of times you move the decimal point depends on the amount of **zeros**.

- To
**divide**by \textcolor{purple}{\boldsymbol{10}}, you move the decimal point**one**place to the left. - To
**divide**by \textcolor{purple}{\boldsymbol{100}}, you move the decimal point**two**places to the left. - To
**divide**by \textcolor{purple}{\boldsymbol{1000}}, you move the decimal point**three**places to the left.

**Remember:** For whole numbers the decimal point doesn’t look like it’s there, but it is. For example 25 can be written as 25.0

**Checking Your Answer**

**Dividing** is the opposite of **multiplying**. This means that, now we know how to do both, we can do one to **check** the other.

**Example:Â **Find 1536\div3, then perform a suitable **check** of your answer.

Use a **calculator** for this to find that 1536\div3=512

We can **check** this by **multiplying** 512 and 3 to make sure we get back to 1536

Use a **calculator** for this to find that 512\times3=1536

**Example:Â **Find 82\times21, then perform a suitable **check** of your answer.

Use a **calculator** for this to find that 82\times21=1722

We can **check** this by **dividing** 1722 by 21 to make sure we get back to 82

Use a **calculator** for this to find that 1722\div21=82

**Example 1:Â Division with Remainder**

Work out 67 \div 5, without using a calculator.

**[2 marks]**

Use the bus stop method shown before. However, there is now a remainder.

Therefore,

67 \div 5 = \textcolor{blue}{13} \text{\textcolor{black}{ r }} \textcolor{red}{2}

**Example 2: Division Problems**

Peter needs to buy some tiles for his bathroom. Tiles come in packs of 18, and he needs 99 tiles.

How many packs of tiles does Peter need?

**[2 marks]**

99 \div 18 = \textcolor{blue}{5.5}

He can’t buy \textcolor{blue}{5.5} packs of tiles, so the answer must be a whole number.

There wont be enough tiles if he buys 5 packs (since 5 \times 18 = 90), so he will need to buy \textcolor{blue}{6} packs and have 9 left over.

**Example 3: Dividing by \boldsymbol{10}, \boldsymbol{100}, \boldsymbol{1000}...**

Calculate:

**a)** 48.6\div10

**b)** 5694\div100

**c)** 32140\div1000

**[3 marks]**

## Functional Skills: Division Example Questions

**Question 1:** Calculate 225 \div 15, without using a calculator.

**[2 marks]**

Use the bus stop method:

\;\;\;\;\;0\;1\;5\\15\overline{\left)2{}^22{}^75\right.}

So, 225 \div 15 = 15

**Question 2:** Calculate 4320 \div 160, without using a calculator.

**[2 marks]**

Use the bus stop method:

\;\;\;\;\;\;\;0\;\;0\;\;2\;\;7\\160\overline{\left)4{}^43{}^{43}2{}^{112}0\right.}

So, 4320 \div 160 = 27

**Question 3:** For a school trip, one coach holds 75 people. There are 456 people going on the school trip.

How many coaches are needed altogether?

**[2 marks]**

456 \div 75 = 6.08

There can’t be 6.08 coaches, since the number of coaches needs to be a whole number.

6 coaches would not be enough to hold everyone (since 6 \times 75 = 450), so they need 7 coaches.

**Question 4: **Calculate the following:

**a)** 314.3\div10

**b)** 89741.1\div1000

**c)** 4563281\div100000

**[3 marks]**

a) Dividing by 10 means we move the decimal point one place to the left.

So

314.3\div10=31.43

b) Dividing by 1000 means we move the decimal point three places to the left.

So

89741.1\div1000=89.7411

c) Dividing by 100000 means we move the decimal point five places to the left.

So

4563281\div100000=45.63281

## Functional Skills: Division Worksheet and Example Questions

### Division EL3

Entry Level 3NewOfficial PFS### Division L1

FS Level 1NewOfficial PFS### Division L2

FS Level 2NewOfficial PFS[responsive-flipbook id=”pfs_pocket_revision_guide_-_sample”]

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