Bus Stop Division for learners with Dyscalculia or Maths Difficulties

One of the aspects of maths that I’m often told causes worry for learners with dyscalculia and maths difficulties is struggling wit the bus stop method to divide. This the written method most frequently used in schools for the division of numbers that go beyond the times tables facts. Difficulties with the bus stop method are frequently not due to the actual method and carrying out the procedure though. Instead, they tend to reflect a lack of understanding of division itself, in particular the ability to calculate a remainder. So before working with the method, it can be useful to check that your child has this necessary understanding.

First, ask them to answer a calculation such as 12 ÷ 4.

Then ask them to answer 14 ÷ 4 to check that they are able to calculate the remainder.

The final question to ask is 3 ÷ 6, to which they should be able to give the answer of 0 remainder 3. Many children will, however, switch the numbers around and instead give an incorrect answer of 2.

If your child finds any of these calculations difficult to answer, they would benefit from working with manipulatives to link division to multiplication facts and practise finding a remainder, ensuring that numbers in the calculation aren’t switched.

When working with the bus stop method, beginning with place value manipulatives helps children to understand the process of partitioning the number into hundreds, tens and ones. It also highlights why we start with the most significant digit, working from the left – so hundreds first, then tens, then ones last. This is opposite to the direction in which we work for other written methods, where we always start with the ones, and this can cause confusion.

When moving away from using concrete resources or pictorial representations, a times table square can provide support, allowing your child to focus on the procedure without worrying about the facts. It also makes calculating the remainder easier, helping to build confidence.

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