Lesson 6: Division Using Multiplication Facts

Instructional Objectives In this lesson, you will need:

• Understand the related multiplication and division • At least 80 per pair
facts.
• 1 set of (multiplication by 6, 7, 8 and 9)
• Write division equations for word problems.
per group
• Write family facts of multiplication and division.

Warm-Up Activity Best Practice

• Have pupils work in pairs.
In lessons 6 and 7, pupils will be learning division
• Pupil A says a 2-digit number below 90; for
facts with 6, 7, 8, and 9. You may want to
example, 24. Pupil B is to then write at least three
introduce this lesson by asking pupils to write all
multiplication equations related to 24 such as:
of the multiplication facts they have learnt with
3  8 = 24
these numbers. Check their work, and allow them
8  3 = 24
to use the correct multiplication facts as a
4  6 = 24
reference while working on the lesson.
6  4 = 24
• Pupils switch roles and repeat.

Learn: Using multiplication facts to divide (Pupil’s Book 3A pages 104 and 105)
• Show pupils 56 .
• Have pupils work in groups of four. Ask pupils to
Digital Element
show how they can put the 56 into 7 equal
groups or equal groups of 7. Launch ‘Learn’ from the Learning Solution. Have
• Ask some groups to share their solutions with the pupils interact with the Digital Element to
class. enhance their understanding of the concept.
• Lead pupils to see that they can recall their
multiplication facts to find the number of items in each of the 7 groups or the number of groups of 7.

Pupils recall division concepts in finding the number of items in each group given the number of groups as well
as the number of groups given the number of items
in each group.
• Direct pupils’ attention to page 104 of Pupil’s Book 3A.
• Read and explain the question. Relate the problem to
the concept of division.
• Use or to represent the muffins and to
demonstrate the division of 18 items into 6 equal
groups to find the number of items in each group.
• Explain the division strategy of recalling and relating
to multiplication facts.
• Write on the board: 18 ÷ 6 = ?
• Point out that 18 is the number of muffins, 6 is the
number of groups, and ? represents the number of
items in each group.
• Then, explain that division facts can be obtained by
recalling related multiplication facts.
Differentiated Instruction
English Language Learners
Help pupils understand the difference between the
number of equal groups and the number of items in
each equal group. Work with pupils to develop
language related to division. First, demonstrate
dividing 18 multilink cubes into 6 equal groups.
Say: There are 18 cubes. There are 6 equal
groups. There are 3 cubes in each group. Then,
give pupils cubes or other objects. Give them
instructions for dividing a quantity of cubes into a
given number of equal groups. Ask pupils to
describe the division of the cubes in the same way.

Chapter 5 Lesson 6 79
• Have pupils count in 6s: 6, 12, 18. Then, lead them to identify the related multiplication fact as 6  3 = 18.
• Have pupils conclude that each group has 3 cubes. So, 18 ÷ 6 = 3.
• Then, direct pupils to the second part of the problem. Point out to pupils that the number of items in each
group is now given, and there is a need to find the number of groups.
• Use or to demonstrate the division of 18 items into groups of 3 items each.
• Write on the board: 18 ÷ 3 = ?.
• Point out that 18 is the number of muffins, 3 is the number of items in each group and ? represents the
number of groups.
• Lead pupils to recall a multiplication fact relating 18, 3 and another number. They may need to skip count by
6s to get the answer.
• Guide pupils to see that since 6  3 = 18, the unknown number is 6. There are 6 groups of muffins and each
group has 3 muffins.
• Point out the difference between this question (finding the number of groups) and the previous division
questions (finding the number of items in each group).
• Repeat the above procedure for the second example on page 105 by having volunteers demonstrate finding
the number of groups first and then the number of items in each group.

Hands-on Activity (Pupil’s Book 3A page 105)

This activity allows pupils to explore using multilink cubes to show the division of a number of items either into
equal groups or groups with equal numbers.
• Have pupils work in pairs. Distribute a set of to each pair.
• 11 and 2 require one pupil in each pair to use cubes to: show ‘Divide 21 by 7’ in two ways to his or her
partner; write the division equation and then, use words to describe each way as in the given example.

• 33 requires pupils to switch roles and repeat 1 and 2 .

Guided Practice (Pupil’s Book 3A page 106) Best Practice

1 to 3 These exercises reinforce the use of related
Pupils will benefit from every possible opportunity
multiplication facts to solve division problems. Pupils
to connect division to multiplication. Whenever
should be alert to whether they are required to find the
possible, have pupils work in pairs to practise.
number of equal groups or the number of items in each
Have pupils take turns writing a multiplication fact
group.
with 6, 7, 8 or 9. The partner then uses the
multiplication fact to state two division facts.
Common Error

When pupils use related multiplication and division

facts, they may invert some of the numbers and put
them in the wrong places. Remind pupils that the
product and the dividend will always be greater than
the divisor.

Differentiated Instruction
Struggling Learners

Use word equations to explain the situation in Exercise 1 .

Number of rows times Number of chairs in each row Equals Number of chairs altogether
8 × ? = 48

So,
Number of chairs altogether divided by Number of rows Equals Number of chairs in each row
48 ÷ 8 = 6

80 Chapter 5 Lesson 6
Learn: Write multiplication and division fact families (Pupil’s Book 3A page 106)
• Have pupils read the scenario on page 106 of
Pupil’s Book 3A. Digital Element
• Have pupils work in groups. Ask pupils to use to Launch ‘Learn’ from the Learning Solution. Have
represent the tarts and to show 6 groups of 9 tarts. pupils interact with the Digital Element to
• Have them write a multiplication equation and a enhance their understanding of the concept.
division equation and then, explain how they got
their answers. (6  9 = 54; so, 54 ÷ 6 = 9. 54 is the
total number of tarts, 6 is the number of boxes and
9 is the number of tarts in each box.)
• Ask some groups to share their solutions with the class.

Pupils recall and write family facts of multiplication and division.

• Direct pupils’ attention to page 106 of Pupil’s Book 3A.
• Ask: How many books are there on the top/middle/bottom shelf? (8) How many books are there
altogether? (24)
• Have pupils show different ways to find the total number of books. Lead pupils to see that the two ways are to
multiply 3 by 8 or multiply 8 by 3. Write on the board: 3  8 = 24 and 8  3 = 24.
• Then, ask: Given that the total number of books is 24, and that there are 8 books on each shelf, how many
shelves are there? (24 ÷ 8 = 3) Given that the total number of books is 24 and that there are 3 shelves, how
many books are there on each shelf? (24 ÷ 3 = 8) Write the division equations on the board.
• Tell pupils that 3  8 = 24, 8  3 = 24, 24  8 = 3 and 24 ÷ 3 = 8 are family facts of multiplication and division.

Guided Practice (Pupil’s Book 3A pages 107 and 108)

4 and 5 These exercises provide practice in writing family facts of multiplication and division.

Game (Pupil’s Book 3A page 108)

This game reinforces the concept of family facts of multiplication and division.
• Arrange pupils in groups of 2 to 4. Distribute a set of (multiplication by 6, 7, 8 and 9) to each group.
• Demonstrate and explain to pupils the steps on page 108 of the Pupil’s Book.
• The game ends after five rounds. The player with the most number of correct answers wins.

Differentiated Instruction
Struggling Learners

To reinforce the unitary method for division, have

pupils work in pairs. Pupils should not simply divide
the greater number by the smaller number as this
is not always the case, especially with word
problems involving decimals and fractions at upper
primary levels. Ask one pupil in each pair to write
statements like these:
4 units = $28

The partner solves for 1 unit.

4 units = $28
(÷ 4) (÷ 4)
1 unit = $28 ÷ 4 = $7

Chapter 5 Lesson 6 83
Let’s Practise (page 88)
This practice provides reinforcement in using related multiplication facts to divide. In Exercise 1 , pupils divide
using related multiplication facts. Remind pupils to recall multiplication facts. In Exercise 2 , pupils complete
family facts of multiplication and division. In Exercise 3 , pupils write family facts of multiplication and
division based on a given picture. (Answers: 1 a 6; 6; 6; b 7; 7; 7; 2 7; 8; 7; 7, 8; 3 9, 4, 36; 4, 9, 36;
36, 4, 9; 36, 9, 4)

Common Error On Your Own

If pupils have incorrect answers, ask them to explain Pupils practise division using related multiplication
what they did using drawings or manipulatives. This will facts in Practice 6, pages 109 to 112 of Workbook
allow you to identify the error(s) in their thought 3A. These pages (with the answers) are shown on
processes and correct their thinking. pages 89 to 92 of this chapter.

Use Practice 6 on pages 87 to 90 of Homework

3A for more practice.

At the end of the lesson, ask pupils to complete

the End-of-Lesson Practice in the Learning
Solution.

Chapter 5 Lesson 6 87