Number Operations (Addition… · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.1.2.6.3 - Use concrete and pictorial representation to explain division as inverse of multiplication

By the end of the lesson, learners can:

State that division is the inverse (opposite) of multiplication in their own words.
Use counters, bottle tops, or seeds to model a division problem as equal sharing.
Rewrite a division fact as a related multiplication fact with a missing factor (for example, 12 ÷ 3 = ? becomes 3 × ? = 12).
Use a multiplication chart (1 to 10) to find the missing factor and solve division problems.
Explain, using pictures and numbers, why 20 ÷ 4 = 5 because 4 × 5 = 20.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)
Content standard: B3.1.2.6 - Demonstrate an understanding of division
Indicator: B3.1.2.6.3 - Use concrete and pictorial representation to explain division as inverse of multiplication
Suggested placement: Term 2, Week 6 (Week 18 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 56
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Explain that division can be carried out as an inverse of multiplication by the following process: For example, to solve 12 ÷ 3. Write: 12 ÷ 3 = What? Which means 3 × What? = 12 Learners use the multiplication chart to identify the number which multiplies 3 to obtain 12 Learners choose the number as the answer to the problem That is 12 ÷ 3 = 4