Multiplication and Division

Lesson Overview

Duration: 40 minutes
Class size: 15 students
Level: Functional Skills Maths Level 1 (Year 11)
Focus: Using Numbers with Mixed Multiplication and Division (with emphasis on Division)

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National Curriculum Links

This lesson targets the following strands from the National Curriculum for England (Functional Skills Mathematics, Levels 1):

• Number: Use multiplication and division facts to solve problems in different contexts.
• Calculation: Select and use appropriate methods and strategies for multiplication and division.
• Problem solving: Interpret and solve problems involving multiplication and division, including those with remainders.
• Functional application: Use multiplication and division calculations to solve realistic problems, supporting progression towards more formal procedural fluency.

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Learning Objectives (WALT)

We Are Learning To:

• Apply multiplication and division to solve numerical problems in everyday contexts.
• Understand division with remainders and represent answers appropriately (whole number with remainder, fraction or decimal).
• Choose efficient methods or strategies to perform multiplication and division.

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Success Criteria

• Correctly solve multiplication and division problems with whole numbers.
• Demonstrate understanding of division with remainders in context.
• Explain the reasoning behind choice of calculation method.
• Use multiplication and division facts confidently when estimating or checking answers.

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Resources

• Whiteboard & markers
• Individual dry-wipe boards
• Printed worksheets with mixed multiplication and division problems
• Counters or small manipulatives
• Visual aids showing number lines and division groupings
• Dyslexia-friendly worksheets (clear fonts, coloured backgrounds, short sentences)

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Lesson Structure

Starter (5 minutes)

Activity: Quick mental maths warm-up with oral multiplication and division facts.

• Teacher calls out multiplication/division questions (e.g., “What is 6 x 7?”, “What is 48 ÷ 8?”).
• Students answer aloud or write answers on mini whiteboards.
• Focus: speed and accuracy to build confidence.

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Introduction (7 minutes)

Direct Teaching: Division with Remainders

• Use visual aids to explain division with remainders using real-life context (e.g., sharing 29 sweets among 4 children).
• Demonstrate three ways to express remainder:
  1. As a whole number remainder: 29 ÷ 4 = 7 remainder 1
  2. As a fraction: 7 1/4
  3. As a decimal: 7.25
• Link this back to multiplication by checking: 7 x 4 + 1 = 29

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Main Activity (20 minutes)

Mixed Multiplication and Division Problems (emphasis on division)

• Task: Students complete a worksheet containing a variety of problems.

• Tasks include:

  • Simple division with no remainder (e.g., 48 ÷ 6)
  • Division with remainder (context problems, e.g. grouping/ sharing scenarios)
  • Multiplication problems (e.g., calculating total cost, area)
  • Problems requiring reasoned choice of method (mental, grid method, short division)

• Interactive element:

  • Use counters for grouping activities (hands-on approach to division).
  • Students can use number lines to visualise division and remainders.

• Peer Support: Students pair up for one or two problems to discuss methods and reasoning.

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Differentiation

• Support for learners who require it:
  • Dyslexia-friendly worksheets (sans serif font, coloured background, larger text).
  • Use of concrete manipulatives (counters, number lines) to build conceptual understanding.
  • Scaffolded questions moving from one-step to two-step problems.
  • Simplified language and breaking down problems into chunks.
• Challenges for advanced learners:
  • Include multi-step problems involving division with decimals.
  • Problems requiring conversion between remainder forms (fraction and decimal).
  • Extension: Create their own real-world word problem involving division with remainders and solve it.

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Plenary (5 minutes)

• Group discussion:
  • Select 2-3 students to share one problem they found tricky and explain how they solved it (focusing on division with remainders).
• Class reflection:
  • Recap WALT and success criteria.
  • Quick quiz — teacher reads out a mixed problem; students write the answer and method used.

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Assessment

• Informal assessment through observation of participation and responses during activities.
• Review of completed worksheets for accuracy and understanding.
• Plenary discussion reflects ability to explain reasoning.

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Dyslexia-Friendly Notes

• Use Arial or Comic Sans font on printed materials with pastel backgrounds to reduce visual stress.
• Short paragraphs and stepwise instructions.
• Provide examples before independent tasks.
• Encourage verbal explanation to support understanding without heavy reliance on written text.

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Reflective Notes for Teachers

• Encourage students to verbalise their problem-solving steps to build confidence and consolidate understanding.
• Monitor students’ strategies to identify who benefits more from concrete materials vs written methods.
• Use real-life contexts relevant to students’ interests to increase engagement (e.g., money management, recipes, sharing resources).

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This plan aims to build both conceptual understanding and practical skills in applying multiplication and division, while paying special attention to the often challenging concept of division with remainders, in line with the Functional Skills Level 1 requirements under the National Curriculum of England.