Lesson Plan 3 Multiplication and Division

Subject: Mathematics Lesson Continued:

Grade: Year 4 Task 3 Random Sums with Whole Class (On Board)
Now that the students have understood the concept of this third lesson and
Topics: Multiplication & Division what it means to inverse a mathematical question, the teacher will then put
random multiplication and division sums on the board for students to answer
and when they reveal an answer they will be encouraged to show the inverse
of that answer, for example; if 4 x 12 = 48, the inverse would be, 48 / 12 = 4.
Introduction:

Considering the two previous lessons, begin discussing with the

students the idea of Inverse Mathematics, for example; any Resources:
addition sum and an opposite subtraction and any multiplication
sun has an opposite division sum. Keeping in line with the Interactive Whiteboard with Markers
subject, focus only on multiplication and division inverses. Students Workbooks & Pencils
Definition of Inverse in a Mathematical context.
Displaying a brief definition of Inverse, ask the students what
they think inverse is and how it is relevant in this maths subject.
Extension Activities:
What does inverse mean in mathematics?
Do you know how you can use it with regards to Inverse Worksheet - for early finishers and students who require more
multiplication and division? extension with some advanced questions to try.
Can you demonstrate to your peers?

Task 1 Multiplication Sums with Whole Class (On Board)

Key Curriculum Outcomes:
Teacher to set a few multiplication questions on the board for
students to complete in their workbooks. Giving time for them to Recall multiplication facts up to 10 x 10 and related division facts (ACMNA075)
complete, students can then reveal their answers to the class
with the teacher correcting and confirming as they go.

Task 2 Division Sums with Whole Class (On Board)

As before, the teacher will set some division questions on the
board for students to complete (unbeknown to them the
questions will be the inverse of the previous multiplication
sums given in Task 1. Again, giving time to complete the
answers, students can then reveal to their classmates.

After these first two (2) tasks, the teacher will ask the students
what they found and what they now understandhoping that a
student may realise they have just completed the opposite of
each sum.