Division Word Problems

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 8/5/25

Subject: Maths

Time: 10:40

Duration of Lesson: 60 Minutes

No of Pupils: 27 Pupils

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Strand(s)

Number

Strand Unit(s)/Element(s)

Sets and Operations

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Learning Outcome(s)/Content Objectives

• Understand and apply flexibly the four operations; and the relationships between operations.
• Recognise the inverse relationship between multiplication and division.

Learning Objectives:

1. The child should be enabled to solve word problems involving division with remainders using manipulatives, demonstrating conceptual understanding of division as sharing and grouping (IE Curriculum Reference: Number, Sets and Operations, Strand Unit – Division and Multiplication Contexts, Level 2).
2. The child should be enabled to connect multiplication and division facts by practising multiplication with two dice, reinforcing the inverse relationship between the two operations (IE Curriculum Reference: Number, Understanding Number, Multiplicative Reasoning, Level 2).

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Assessment

1. Method: Teacher observation during manipulatives activity and questioning; completed word problem worksheets.
2. Assessment of: Ability to model division problems using physical materials; understanding of division with remainders; verbal explanation linking multiplication to division.
3. To be recorded: Completed answers with working shown; student explanations during plenary; teacher notes on misconceptions and engagement level.

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Teacher Questioning

Lower order questions (Closed Questions)

1. How many groups of 4 can we make from 20 children?
2. If we share 20 cubes equally among 3 groups, how many cubes does each group get?
3. How many cubes are left over if you divide 20 by 3?

Higher order questions (Open Questions)

1. Why do we sometimes have a remainder when dividing? Can you explain what it means?
2. How does rolling two dice and multiplying the numbers help you understand division?
3. Can you create your own word problem using the number of cubes/sticks we have?

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Language Development opportunities in this lesson:

• Use of mathematical vocabulary: groups, divide, remainder, equal shares, multiply, inverse, leftover.
• Encouraging students to explain their reasoning orally and in writing.

Literacy Development opportunities in this lesson:

• Reading and interpreting word problems.
• Writing their explanations and solutions for division problems.
• Writing their own word problems using everyday classroom contexts.

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Teaching Methodologies:

Using cognitively challenging tasks, Promoting Maths Talk, Fostering productive disposition, Encouraging playfulness, Emphasising mathematical modelling

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Lesson Breakdown

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Introduction (10 minutes)

Stimulus:

• The teacher introduces the idea of dividing classmates into groups. "We have 20 children in this class. How many groups of 4 can we make? How many groups of 3? Let's explore with our friends and manipulatives."

Elicit Prior Knowledge:

• Ask: "Who can tell me what division means? Have you ever divided something equally?"
• Brief recap on multiplication as repeated addition and how multiplication and division relate.

Share Learning Intention:

• "Today, we are going to solve division word problems using cubes, sticks, and our class group as examples. We will also play a fun dice game to practise multiplication facts that help us understand division better."

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Development (40 minutes)

Activity 1: Division with Manipulatives – Grouping Classmates (20 minutes)

• Pupils work in pairs with cubes, lollipop sticks, and straws.
• Teacher presents word problems related to dividing the class into groups, e.g., "If we want groups of 4 and we have 20 children, how many groups do we get? How many sticks or cubes would we need to show this?"
• Pupils physically group manipulatives to represent the division problem, count equal sets, and find remainders where applicable.
• Encourage students to record their answers numerically and visually with a drawing.
• Teacher circulates and asks guiding questions, promoting maths talk and reasoning.

Activity 2: Multiplication Dice Game (20 minutes)

• Pupils work in small groups of 4-5.
• Each group has two dice. Pupils take turns to roll both dice, multiply the two numbers rolled, and record the product.
• Discuss how knowing multiplication helps with division – if 2 × 6 = 12, then 12 divided by 6 equals 2.
• Pupils write a sentence connecting the multiplication and division fact.
• Encourage peer discussion and explanation to foster conceptual understanding.

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Conclusion (10 minutes)

Cognitive:

• Recap key points: division as grouping/sharing, division with remainders, inverse relationship between multiplication and division.
• Ask students to share their groupings and multiplication facts they found interesting or challenging.

Social:

• Invite pupils to explain their reasoning to the class/partners, encouraging confident mathematical communication.

Transition:

• Prepare them for the next lesson on division using arrays or number lines, linking today’s hands-on practices to abstract representations.

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments/
Visual learners	Benefit from physical manipulation	Use cubes, sticks to visualise division	Encourage drawing diagrams
Kinesthetic learners	Hands-on activities enhance understanding	Manipulative grouping, dice rolling game	Movement incorporated
EAL (English as Additional Language)	Need concrete examples & repetition	Use clear mathematical vocabulary and gestures	Repeat key terms, use visuals
Pupils needing extra support	May struggle with abstract concepts	Pair work, one-to-one teacher support	Scaffold language and tasks

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The Learning Environment

Resources:

• Sets of coloured cubes for each pair
• Lollipop sticks and straws for grouping exercises
• Two dice per small group
• Whiteboards and markers for recording answers
• Printed word problem worksheets tailored for division and remainder practice
• Visual aids chart showing multiplication and division fact families

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This lesson plan integrates real-life contexts and manipulative materials aligned with the IE Curriculum to build deep conceptual understanding of division and its inverse relationship with multiplication. It promotes mathematical discussion and playful engagement, designed for third-class learners’ developmental readiness.