Dividing by 2: half of 0, 2, 4, 6, 8 and 10.
Division to 10
Division to 10 practice, from 2 ÷ 2 to 40 ÷ 2 = 20: halving first, then sharing out by other numbers, then tens, and forming a division of their own.
Your child can start here once they can subtract within 10; the later exercises also need the first multiplication sums. Sharing out is taking the same amount away again and again, and 10 ÷ 5 = 2 is only quick for a child who already sees two fives in 10.
Usually taught in Year 2 in England and Wales, around ages 6 to 7. Every child goes at their own pace; this is a guide, not a requirement.
The first of 8 exercises in this topic. See them all
What it looks like for your child
With one exercise from this topic as the example: Half.
1
2
3
4
How it fits together
The arrows point to what can be done next. Whatever sits inside a box belongs to it.
Needed first
Division
first this, then that belongs to
Halving backwards is doubling: ? → 4, so 4 + 4.
Dividing is the table backwards: 8 ÷ 4 — what times 4 makes 8?
The same sums, but a different number missing each time: the answer, the divisor, or the number being divided.
A race against time, for children who can already do it and want to be faster.
The same sums to 10, with zeros on the end: if you know 8 ÷ 2 = 4, you also know 80 ÷ 20 = 4 and 80 ÷ 2 = 40.
Which two numbers give this result? Tap them in the right order.
A long round of 30 mixed sums to finish.
- Times and divide — on the Multiplication to 10 page
- Times and divide: big round — on the Multiplication to 10 page
- Quick: times and divide — on the Multiplication to 10 page
Why it matters
Many children already know about halves from an apple or a bar of chocolate. Here that feeling becomes a sum: 6 ÷ 2 = 3. It is the moment your child sees that an amount can be split into equal parts.
After halving come other numbers to divide by. With multiplication up to 10 in mind, 10 ÷ 5 is no mystery: it is two fives, seen from the other side.
How to approach it
Share things out for real: six marbles between two bowls, one at a time into each. Only when your child sees there are three in each bowl does the ÷ sign come in. Putting them in one by one, turn and turn about, is exactly what dividing means.
In the halving sums with a missing number, the question turns round: 5 is half of which number? Now your child has to double, not divide. Switching like that is hard at first, and that is exactly why it is there.
When is it secure?
A round of 10 sums in one go without a mistake, within 20 seconds. That is about 2 seconds a sum: no more counting, just knowing.