Multiplication and Division

Learning Focus

• Identify the relationship between multiplication and division facts.
• Understand that multiplication and division are inverse operations.

Aligned with the New Zealand Curriculum Refresh:

• Mathematics and Statistics, Number and Algebra, Level 2
• Key Competencies: Thinking, Using language, symbols, and texts

Time: 15 minutes

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Introduction (3 minutes)

Teacher says: "Today we're going to explore how multiplication and division are connected. Did you know that multiplication and division are like best friends who always work together? When we multiply, we put groups together, and when we divide, we share or split groups apart."

Show a visual:

• Display 4 groups of 3 counters (e.g., blocks).
• Ask: "How many counters do we have altogether?"
• Students respond: "12"

Explain that multiplication sentence: 4 × 3 = 12.

Then ask: "If I have 12 counters and want to split them equally into 4 groups, how many counters are in each group?"

Introduce division sentence: 12 ÷ 4 = 3.

Highlight that these two sentences are connected: multiplication and division undo each other — they are inverse operations.

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Guided Practice (6 minutes)

Step 1: Exploring facts with examples

Write on the board:

• 5 × 2 = 10
• 10 ÷ 5 =?
• 10 ÷ 2 =?

Ask students:

• What answers complete the division sentences?
• How do these relate to the multiplication fact?

Step 2: Use counters or drawings

• Model physically: Make 5 groups with 2 counters each for multiplication.
• Count total: 10 counters.
• Use the 10 counters to make groups of 5 and count how many counters in each group for division.
• Repeat the process for groups of 2 in division.

Explain through these steps that:

• Multiplication joins equal groups.
• Division separates into equal groups.
• Both sentences use the same numbers but in a different order.

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Interactive Activity (4 minutes)

"Matching Pairs" Game

• Hand out small cards to pairs of students (1 multiplication fact card, 1 division fact card).
• Example cards: 3 × 4 = 12 and 12 ÷ 3 = 4.
• Students move around to find their matching pair.
• When pairs find each other, they explain to the class how their facts connect.

Use this to encourage verbalising the inverse relationship and actively practising the facts together.

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Summary and Reflection (2 minutes)

• Recap key ideas:
• "Multiplication means making groups of the same size and counting all."
• "Division means sharing or splitting into groups."
• "They are inverse operations — if you multiply, division can undo it."

Ask students:

• "Can you give me an example of a multiplication and division fact that go together?"

Praise answers and reinforce the idea of the inverse relationship.

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Resources and Materials

• Counters or blocks
• Cards with multiplication and division facts
• Whiteboard and markers

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Assessment for Learning

• Teacher observes student participation during guided practice.
• Listen to student explanations during matching pairs activity.
• Informal questioning during summary to check understanding of the inverse relationship.

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This lesson supports students to develop a strong conceptual foundation in early multiplicative thinking as outlined in the New Zealand Curriculum Refresh for Mathematics, building number and algebra skills while engaging critical thinking and communication competencies. The short, interactive, and multisensory approach is designed for Year 2 learners’ developmental stage and attention span.