National Curriculum Links

• Number – Multiplication and Division (Year 4)
• Pupils should be taught to:
  • recall multiplication and division facts for multiplication tables up to 12 × 12
  • use place value, known and derived facts to multiply and divide mentally
  • recognise and use factors, multiples, and primes
  • multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • solve problems involving multiplying and dividing

Source: National Curriculum in England – Maths Programmes of Study for Key Stage 2

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Learning Objectives

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

• Understand how division can be used to check the accuracy of multiplication calculations.
• Explain the relationship between multiplication and division using inverse operations.
• Apply division to verify their answers in multiplication problems with confidence.
• Justify their reasoning when checking calculations.

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Success Criteria

• I can explain how division is the inverse (opposite) of multiplication.
• I can use division to check if a multiplication answer is correct.
• I can write out a division statement to check a given multiplication calculation.
• I can confidently explain my thinking when checking multiplication with division.

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Lesson Structure (45 minutes)

1. Introduction & Engagement (10 minutes)

• Begin with a quick mental warm-up.
  Question: "Can anyone tell me what multiplication and division have in common? How are they related?"
  (Encourage responses; guide towards the idea they are inverse operations.)

• Show a simple example on the board:

  • Multiplication: 6 × 4 = 24
  • Division: 24 ÷ 4 = ?
    Ask, "How can this help us check if the multiplication was done correctly?"

• Pose an engaging problem:
  "If I multiply 7 × 5 and get 32, is that correct? How can I use division to check?"

• Use images/visuals of grouping/counters to physically demonstrate the operations.

AfL Point:

• Use questioning to assess prior knowledge and understanding of multiplication/division relationship (thumbs up/down or mini whiteboards answers).
• Record responses to adjust subsequent teaching if many pupils struggle linking inverse operations.

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2. Modelling & Explanation (10 minutes)

• Model writing a multiplication calculation and using division to check it:
  Example:
  • 8 × 6 = 48 (multiplication)
  • Check with division: 48 ÷ 6 = 8
• Talk through why this works (inverse operations).

Example in books to copy:

Multiplication: 8 × 6 = 48  
Check with division: 48 ÷ 6 = 8  
Because 48 ÷ 6 gives 8, the multiplication is correct!

• Model with a mistake example:
  • 9 × 5 = 42
  • Check with division: 42 ÷ 5 = ?
  • Result: 8 remainder 2 (not a whole number), so multiplication is wrong.

AfL Point:

• Ask pupils to explain why the division check shows if multiplication is correct or not. Use targeted questioning to reveal misconceptions:
  • "Why does the division answer tell us the multiplication might be wrong?"
  • "What would a correct division answer look like?"

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3. Guided Practice & Questioning (15 minutes)

• Pupils work through a set of multiplication calculations followed by division checks, starting easy and increasing complexity.

Step	Task	Complexity Increase
1	Simple facts (e.g., 4 × 3; check with division)	Focus on multiplication tables up to 12
2	Larger numbers (e.g., 23 × 4) and checking with division	Introduces formal division (partitions/short division)
3	Word problem involving multiplication and then checking with division	Requires reading comprehension and application of inverse operations

Targeted Whole Class Questions:

• "Explain why we divide by the second number in multiplication to check the calculation." (Understanding)
• "If you find your division check doesn’t give a whole number, what does that tell you?" (Analyse)
• "Describe a way to check your multiplication work without doing the actual multiplication again." (Evaluate)
• "Can you think of other real-life examples where checking your multiplication is important?" (Apply)

AfL Point:

• Circulate class, listen to explanations, check reasoning on whiteboards, and use mini plenaries where pupils explain their thinking to a partner or group.
• Use exit questions or mini-whiteboard quizzes to gauge individual understanding.

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4. Independent Challenge Task (7 minutes)

• Pupils complete a worksheet with mixed questions:
  • Calculate multiplication facts.
  • Check with division.
  • Identify and correct incorrect calculations.
  • Solve a real-world problem involving multiplication and verification.

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5. Plenary & Reflection (3 minutes)

• Bring class back for recap discussion:
  • "What is the main reason we use division to check multiplication?"
  • Pupils share one new thing they learned today.
  • Quick quiz: Show a multiplication answer and ask pairs to quickly decide if it’s correct using division and explain their answer.

AfL Point:

• Use cold-calling to ask varied pupils their reasoning to assess whole-class understanding.

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Common Misconceptions & Difficulties

• Confusing which number to divide by (should divide by the multiplier, not the product).
• Thinking division always gives whole numbers—may struggle with remainders but should understand remainder indicates wrong multiplication.
• Pupils might not realise multiplication and division are inverse and expect division to work differently.
• Writing division checks incorrectly or reversing dividend and divisor.
• Difficulty interpreting remainders or decimal answers in context of checking.

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Resources

• Whiteboards and pens
• Counters or grouping visuals
• Worksheets with step-up questions
• Visual aids showing multiplication/division relationship with arrays and bar models

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Aligned with White Rose Maths Scheme:
This lesson complements White Rose Block 2: Multiplication and Division for Year 4, focusing on fluency with multiplication tables, mental and written methods, and inverse operations for checking work.

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Summary

This lesson plan offers a structured, engaging way to deepen Year 4 pupils' understanding of checking multiplication using division, directly supporting the UK National Curriculum objectives and encouraging higher-order thinking through justifying and explaining reasoning. The use of AFL throughout allows responsive teaching, ensuring pupils build strong conceptual understanding and practical skills.