Multiplication and Division

Year level

Year 4

Duration

60 minutes

Class size

25 students

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Learning objectives

By the end of the lesson, students will be able to:

• Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts.
• Use arrays, grouping, doubling, halving, and distributive properties to develop efficient mental strategies for multiplication and division.
• Apply inverse relationships between multiplication and division to solve problems.
• Solve problems involving multiplication and division, including using skip counting and arrays.
• Explain and record multiplication and division strategies using number sentences and diagrams.

These objectives align with the Western Australian Curriculum Year 4 Mathematics achievement standard and content descriptor AC9M4A02: "Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator.".

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Curriculum links

• Content Descriptor: AC9M4A02
• Elaborations:
• Use arrays on grid paper or with counters to represent multiplication facts and related division facts.
• Use known facts (2, 3, 5 and 10) to develop other multiplication facts (4, 6, 7, 8, 9) using strategies like doubling, halving, and distributive property.
• Establish division facts as inverses of multiplication facts.
• Design and play card games to reinforce recall of multiplication and division facts.

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Lesson outline and activities

Time	Activity	Description	Resources
0-10 min	Engagement: Mental Maths Warm-up	Play a quick oral game recalling multiplication tables up to 10 × 10. Use a “Flash Fact” game with timed rapid questioning to encourage recall and fluency.	Flash cards, whiteboard, timer
10-25 min	Teaching: Arrays and Grouping for Multiplication and Division	Introduce arrays using counters or blocks to model facts (like 3 × 7). Visualise and write corresponding division facts (21 ÷ 3 = 7). Use grid paper for drawing arrays.	Counters, grid paper, whiteboard
25-35 min	Guided Practice: Doubling, Halving and Distributive Strategies	Demonstrate mental strategies: e.g., find 6 × 7 by splitting 7 into 5 + 2 and calculating 6×5 + 6×2. Show multiplication and division inverse relationship.	Whiteboard, number chart, counters
35-45 min	Collaborative Learning: Multiplication and Division Card Games	Students play a card game in pairs or small groups practising multiplication and division fact families, e.g., matching multiplication fact cards to division fact cards.	Pre-made fact cards, timer
45-55 min	Independent Task: Problem Solving with Arrays and Number Sentences	Provide word problems involving multiplication and division for students to solve using arrays and number sentences. E.g., "If there are 4 trays with 6 biscuits each, how many biscuits in total?"	Worksheets, pencils, counters
55-60 min	Assessment and Reflection	Quick oral quiz: ask individual students multiplication and division facts and related problem-solving questions. Recap strategies learnt.	Whiteboard, flash cards

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Differentiation strategies

Struggling learners

• Provide additional manipulatives such as counters or blocks to support the physical creation of arrays.
• Use smaller multiplication facts initially (e.g., 2s, 5s, 10s) before extending to others.
• Allow partner work during card games to support peer scaffolding.
• Provide sentence starters to frame problem-solving (e.g., "4 groups of 5 is...").

Advanced learners

• Encourage exploring multiplication facts beyond 10 × 10 using the distributive property (e.g., 12 × 7 as 10 × 7 plus 2 × 7).
• Challenge with unknowns in number sentences (“What is the missing number? 6 ×? = 42”).
• Create and explain their own multiplication and division card games or puzzles.
• Use digital tools to create multiplication pattern algorithms (optional extension).

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Assessment

• Formative:
• Observation during group activities and card games, checking for correct fact recall and understanding of inverse operations.
• Oral questioning during mental maths and reflection.
• Summative:
• Worksheet task completion, accuracy in solving multiplication and division problems.
• Ability to explain reasoning behind multiplication strategies and relating division facts.

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Resources

• Counters, blocks, or similar concrete materials.
• Grid paper for drawing arrays.
• Pre-made multiplication and division fact cards.
• Whiteboard and markers.
• Worksheets with multiplication/division problems.
• Timer for games.
• Number charts or tables for reference.

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Reflection / Teacher Notes

• Emphasise connecting multiplication and division as inverse operations throughout.
• Encourage students to verbalise strategies to deepen conceptual understanding.
• Use culturally relevant problem contexts and allow exploration through visual and hands-on approaches.
• Incorporate elements from First Nations Australians’ number stories or real-life scenarios to make learning relevant and engaging where possible.

By blending practical manipulation of arrays with mental strategy discussion, this lesson supports both conceptual understanding and fluency in multiplication and division facts consistent with the Western Australian Curriculum for Year 4 mathematics.