Multiplying and Dividing

Overview

Age Group: Year 4 (8-9 years)
Class Size: 30 students
Duration: 60 minutes
Topic: Multiplication and Division
National Curriculum Links:

• Number – multiplication and division (Year 4)
• Recall multiplication and division facts for multiplication tables up to 12 × 12
• Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
• Recognise and use factor pairs and commutativity in mental calculations
• Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

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Learning Objectives

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

• Recall multiplication and division facts up to 12 × 12 with confidence (NC MNPD 4-1a)
• Use place value and known facts to multiply and divide mentally and efficiently (NC MNPD 4-1b)
• Understand and explain the relationship between multiplication and division as inverse operations (NC MNPD 4-1c)
• Solve real-life problems that require understanding multiplication and division, including mixed operations (NC MNPD 4-1d)

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Resources

• Whiteboard and pens
• 30 individual mini whiteboards and pens
• Multiplication and division flashcards (1-12)
• Counters or small objects (e.g., cubes) for grouping
• Worksheets with word problems
• Interactive “Multiplication and Division Bingo” boards (print or digital)
• Timer or stopwatch

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Lesson Structure

1. Starter Activity (10 minutes)

Activity: Quick-fire Multiplication and Division Facts Challenge

• Conduct a whole-class oral quiz using flashcards, rapidly alternating between multiplication and division questions, e.g., "What is 7 × 8?" followed by "What is 56 ÷ 8?"
• Pupils respond on mini whiteboards to write answers simultaneously.
• Praise quick and correct answers; encourage correction and peer help for misconceptions.

Purpose: Activate prior knowledge and build fluency as required by the National Curriculum.

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2. Exploration (15 minutes)

Activity: Grouping and Sharing with Counters

• Give each pupil 24 counters.
• Ask them to create equal groups to represent multiplication, e.g., "Make 3 equal groups, how many counters in each?" (division) and "If you have 3 groups of 8, how many counters in total?" (multiplication)
• Pupils record sentences for each scenario, e.g., "3 × 8 = 24" and "24 ÷ 3 = 8"
• Teacher leads brief class discussion to link the two operations, highlighting the inverse relationship and factor pairs.

Purpose: Concrete understanding to support abstract concepts, meeting the NC requirement to use practical resources to solve multiplication and division problems.

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3. Main Activity (20 minutes)

Activity: Multiplication and Division Problem Solving Stations

• Set up 3 stations around the room, each with a different challenge:

  Station 1: Mental Maths Madness

  • Pupils solve timed mental multiplication and division questions on their mini whiteboards.
  • Questions increase in difficulty, including multiplying three numbers (e.g., 2 × 5 × 4) and questions involving multiplying or dividing by 0 or 1.

  Station 2: Word Problem Wizards

  • Pupils solve word problems involving scaling and simple rates, e.g., "A pack has 6 pencils. How many pencils in 7 packs?" or "If one book costs £3, how much for 4 books?"
  • Pupils write their workings and explain their reasoning verbally or in writing.

  Station 3: Factor Pairs Puzzle

  • Pupils are given a number (e.g., 36) and find all possible factor pairs using counters and then represent them numerically.
  • Discuss how factor pairs help with mental multiplication and division.

• Pupils work in groups of 5, spending approximately 6-7 minutes per station, rotating until all groups have completed each.

Purpose: Apply knowledge in varied, challenging contexts; develop reasoning linked to NC expectations.

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4. Plenary (10 minutes)

Activity: Multiplication and Division Bingo

• Each pupil receives a bingo board with multiplication or division answers (up to 12 × 12).
• Teacher calls out questions; pupils mark answers if they have them.
• Celebrate winners; recap tricky questions and clarify misunderstandings.

Purpose: Reinforce recall through a fun, interactive game promoting engagement and rapid recall aligned with NC.

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Assessment

• Formative:

  • Observation during group work and mental maths activity to check understanding.
  • Responses on mini whiteboards during the starter and mental maths station.
  • Questioning during plenary game to assess fluency and conceptual grasp.

• Summative:

  • Collect completed word problem worksheets from Station 2 for marked assessment against NC expectations for problem-solving.

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Differentiation

• Support:

  • Use number lines or visual aids for pupils struggling with abstract concepts.
  • One-to-one adult support during stations for pupils requiring extra help.

• Challenge:

  • Extension problems using larger numbers or missing number problems, e.g., "___ × 7 = 42" to deepen reasoning and fluency.

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Notes for Teacher

• Emphasise the inverse relationship between multiplication and division continually—this develops number sense crucial at this stage.
• Encourage clear verbal reasoning and explanation alongside written calculations for mastery of concepts.
• Use mini whiteboards for immediate formative feedback; this promotes engagement and informs teaching in real-time.

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This lesson plan aligns tightly with the National Curriculum for England’s requirements for Year 4 multiplication and division and balances fluency, reasoning, and problem-solving with engaging, practical activities for all learners.