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Multiplication and Division
Objectives
To solve multiplications and divisions.
Resources
📄 0–50 beaded line | 📄 Mystery Multiplications and Divisions
| 📄 More Mystery Multiplications and Divisions
Vocabulary
missing numbers | multiply | multiplication | division | divide | inverse
Today's Lesson
Introduction
Ask your student what they feel they are making progress with in multiplication and division so far. Discuss and reflect how things are going.
Show your student**📄 Mystery Multiplications and Divisions**, along with a 📄 0–50 beaded line.
Challenge your student to find the missing numbers in the first two examples.
Say:
- I can see that the answer is 15, so I will mark 15 on this beaded line. Now I can see that I am counting in lots of 5 here, so I will draw hops to show each lot of 5. I’ve drawn 3 hops, so let’s try putting a 3 in the gap. Does it work?’
Write the matching division next to the multiplication (15 ÷ 5 = 3) and use this to explain that we used the fact that division is the inverse (opposite) of multiplication to help us find the missing number.
Say:
- How many 5s are in 15? There are 3!
Try the next question and ask your student to explain how they found the answer.
Main Activity
Ask your student to find the rest of the missing numbers. They should use beaded lines to support grouping.
Encourage your student to tell you how big each hop should be, and to explain what the hops show us.
If your student needs extra practice, complete 📄 More Mystery Multiplications and Divisions.
Extra Challenge
Repeat the activity as above but suggest that they try to fill in the missing numbers using their knowledge of times tables rather than drawing hops.
When finished, they should make up some more multiplications and divisions with missing numbers.
Quiz
*All quizzes on this course are optional, they do not count towards your student’s grade. If you decide to do them, they are a chance to explore your student's understanding of different topics.
If your student finds reading tricky, you can read them the questions.
If your student is unsure of an answer, talk with them about their ideas. You can also look back at previous lessons together.*