Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Galley Division

Age 14 to 16
Challenge Level Yellow starYellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

The 'Galley' method of division was probably the most widely used method of division prior to the 1600s. It is called 'Galley' because, when completed, a division looks a bit like a galley (boat).

The Galley method is thought to be Hindu in origin and an early version of this method was known to be used in the ninth century by a Persian called Al-Khowarizmi. It is still taught in parts of North Africa and the Middle East today.

This is how you could work out $65284$ divided by $594$ using the Galley method:

 

Example 1


Can you see the two numbers I started with?

 

The calculation tells me that $ 65284 \div 594 = 109$ remainder $538$.
Can you see the answer and the remainder?

 

Here's another division done using the Galley method:

 

Example of galley division
 


What division do you think is being done here?

What is the answer to this division?

 

Here are two video clips of divisions using Galley arithmetic:


 

If you are struggling to see what is happening, try the division using your own method and see if you can recognise numbers that are appearing in the galley method that are also in your own recording. If you need further guidance, there is a division, showing each of the main steps and some explanation, in the hints section of this problem.

Can you work out the answers to the following divisions using the same method? $$2986 \div 47$$

$$76254 \div 235$$

Why does the method work?

How does this method compare with our modern methods of division?

 

Related Collections

  • Other videos

You may also like

More Mods

What is the units digit for the number 123^(456) ?

Expenses

What is the largest number which, when divided into 1905, 2587, 3951, 7020 and 8725 in turn, leaves the same remainder each time?

Factorial

How many zeros are there at the end of the number which is the product of first hundred positive integers?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo