Scheme of Work

Chapter 12 Multiplication and Division

Suggested time frame: 13 periods
Each period is 40 min.
Section No. of Learning Objective(s) Resources Thinking and
Periods Mathematical Skills
(TWM) / Social and
Emotional Learning
(SEL)
Chapter Opener 4  Student’s Book p.176  TWM:
 Virtual manipulative via Specialising
MCE Cambridge app

A. 3Ni.05  Student’s Book pp. 177-  TWM:

Understand and explain the 180 Generalising
Divide using
relationship between  Activity Book pp.142-146 Critiquing
Multiplication Facts
 Multiplication chart
197 multiplication and division Convincing
 Four paper plates
 Counters
B. 4 3Ni.08  Student’s Book pp. 181-  TWM:
Estimate and multiply whole 184 Convincing
Multiply 2-Digit
numbers up to 100 by 2, 3, 4  Activity Book pp. 147- Specialising
Numbers by 2, 3, 4
148
and 5 and 5
 Cubes or counters

C. 4 3Ni.09  Student’s Book pp. 185-  TWM:

Estimate and divide whole 188 Convincing
Divide 2-Digit
numbers up to 100 by 2, 3, 4  Activity Book pp. 149- Specialising
Numbers by 2, 3, 4
150
and 5 and 5  SEL:
 Cubes or counters
Social awareness,
Relationship skills

Chapter Wrap-Up 1  Student’s Book pp.189-  SEL:

190 Relationship

197
  Activity Book p.151 management

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Section Divide using Multiplication
Number of Periods: 4
A Facts

Learning Objective Expected Prior Knowledge

 3Ni.05 Understand and explain the  Understand multiplication as repeated

relationship between multiplication addition and an array.
and division.  Understand division as sharing, grouping
and repeated subtraction.
 Know 1,2,5 and 10 times tables.
 Use fact family for addition and
subtraction.

Note

In this section, students are expected to relate division to multiplication. Revise the fact
family for addition and subtraction as well as multiplication facts with students prior to
teaching this chapter. Use paper plates and counters as concrete manipulatives to
demonstrate the relationship between division and multiplication. Relate the concrete objects
to the pictures in the Student’s Book.

Refer to the multiplication chart and have students recall the multiplication facts used for
each division problem.

Language Support

Vocabulary: multiplication

Write each word on the board. Encourage students to write an example to show each
concept. For example, when you say ‘multiplication’, they should be able to write 3 × 4 = 12.
They can also draw to show multiplication. Have them compare their answers with a partner
to check if the examples given are correct. Call out a few students to share their examples
on the board.

Common Misconceptions

Misconceptions:
1. When writing number sentences in a fact family, students may not be able to arrange the
numbers. For example, in the equation 2 × 3 = 6, they may miss using the product 6 as a
divisor in 6 ÷ 2 = 3 or 6 ÷ 3 = 2.
2. Some students may not use the same three numbers when they write number sentences
in a fact family.

How to address the misconceptions:

1. Write the equation 2 × 3 = 6 and ask students to point out the biggest number. Explain
that the product is the biggest number in a multiplication sentence because it is the total
number of items. This is similar to addition number sentence.

Write 6 ÷ 2 = 3 and ask students to point out the biggest number. Explain that the dividend
is the biggest number because it shows the total number of items before it is shared.

At the end of the lesson, show students a multiplication sentence for example, 3 × 4 = 12,
and have them write the two division sentences using the same fact family to check if

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 they have cleared up their misconception.

2. Prepare number cards (0 to 9) for students. When they write a multiplication or division
sentence, have them pick out the three number cards that they will use. Ask them to use
only these three number cards for all the number sentences in a fact family. Emphasise
that they can rearrange the order of the cards.

At the end of the lesson, have students write two multiplication sentences and two
division sentences using the same 3 numbers to check if they have cleared up their
misconception.

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Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up Chapter Opener

(10 min)  This scene provides a context for students to show the number of students
at each exercise station:
-
2 people are doing sit-ups
-
3 people are doing push-ups
-
5 people are doing jumping jacks
 Have students practise specialising (TWM.01) to check if 30 can be divided
into 2, 3 and 5.
 Facilitate a class discussion by asking students these questions:
-
If the 30 students form groups of 2, 3 and 5, will there be any student
without a group? (Expected answer: No)
-
In how many ways can 30 students be arranged into groups of 2, 3
and 5? Why do you say so? (Expected answer: Many ways. We can
divide 30 by 2, 3 and 5.)
-
Find one way to group the students into 2, 3 and 5. (Answers vary. For
example,
4 groups of 3, 4 groups of 2 and 2 groups of 5.)
 Get students to discuss the questions in groups of 3 or 4.
 Encourage them to use counters or draw to help them solve the problem.
 Use the Table Rally strategy. See page xiii for detailed steps.
 Invite each group to draw and present their thoughts and answers.
 Use the MCE Cambridge app to launch the virtual manipulative* on page 176
of the Student’s Book and elicit students’ responses.
 Get students to guess whether 30 apples can be put equally into groups of 5.
Then use the virtual manipulative to help students visualise the grouping.
 Repeat for grouping 30 apples into groups of 4 to help students see that
putting objects into groups may end with leftover.
 Then go through the objectives of the chapter.

*This material has not been through the Cambridge International endorsement
process.

Lesson  Go through the objectives that students will learn in this section.
Introduction
(10 min) Look Back
 Go through the problem as a class to recall prior knowledge of multiplication
facts.
 Ask students: Izzy has 2 plates of 4 oranges. How many oranges does she
have altogether?(Expected answer: 2 × 4 = 8.)

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Use the Pairs Showdown strategy. See page xiv for detailed steps.
(20 min)  Have students practise generalising (TWM.02) and work in pairs to solve the
problem in the Student’s Book.
 Ask them to use paper plates and counters to work it out and write their
answers on a piece of paper.
 Allow them some time to work out their answers.
 Invite all the pairs to show their answers. (Expected answer: 8 ÷ 2 = 4. The
numbers for the division and multiplication sentences are the same but the

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 order in which each number appears is different.)
 At the end of the lesson, revisit the problem to have students revisit
their thinking and apply their new knowledge and skills to solve the
problem.

Lesson 2 (40 min)

Lesson Let’s Learn (a)

development:  Prepare concrete manipulatives, such as counters and cubes.
Learn  Show students 15 counters or cubes arranged in 3 rows of 5.
C-P-A  Explain that 3 rows of 5 is the same as 3 × 5.
(20 min)  Invite a student to count the total counters used to find the answer.
 Write on the board 3 × 5 = 15.
 Encourage students to find another way to write the multiplication sentence.
 Demonstrate by dividing the 15 counters or cubes into 5 groups. Relate this
to the division sentence.
 Encourage students to find another way to divide the 15 beans and write the
division sentence on the board.
 Inform students that they can also use the picture in the Student’s Book to
see how to divide the beans, if needed.
 Introduce the term fact family.
 Use the Think-Pair-Share strategy. See page xii for detailed steps.
 Ask students:
- What do you notice about the positions of the three numbers in these
multiplication and division sentences? (Expected answer: The positions
change but the numbers remain the same in a fact family.)
- What do you remember about your previous learning of fact families?
- How can you write a fact family for addition and subtraction?
- Write another fact family for multiplication and division.

Lesson Let’s Learn (b)

development:  Recap the distributive law of multiplication by showing an example:
Learn (b) 3 × 14 = ?
C-P-A 14 can be split into 10 and 4.
(20 min) 10 × 3 = 30
4 × 3 = 12
30 + 12 = 42
So 3 × 14 = 42
 Refer to the Student’s Book and read the problem as a class.
 Ask students:
- How many strawberries are there in each group? (Expected answer: 12)
- How many groups are there? (Expected answer: 3)
- How can we find the total number of strawberries? (Answers vary. Count
the strawberries. / Use multiplication chart. / Use the distributive rule of
multiplying.)
 Show students how to use the distributive rule of multiplying to find the
answer.
 Ask: How can we split the number 12 into something more manageable?
(Expected answer: We can split it into 10 and 2.)
 Use the picture in the Student’s Book to split the 12 strawberries into 10 and

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 2 for each group.
 Ask students:
- What is 10 × 3? (Expected answer: 30)
- What is 2 × 3? (Expected answer: 6)
- What is the total number of strawberries? (Expected answer: 30 + 6 = 36)
- So what is 12 × 3? (Expected answer: 36)
 Distribute counters to students who have difficulty grasping the concept.
Have the rest of the students use the picture in the Student’s Book.
 Encourage students to discuss other ways to split the number 12 into other
manageable numbers.
 Provide 12 counters each to student pairs.
 Tell them that they can split the counters into different groups for example, 4
and 8 or 6 and 6, and that they can also use number bonds to do this.
 Ask: What are some ways to split 12? (Expected answers: 1 and 11, 2 and 10,
3 and 9, 4 and 8, 5 and 7 and 6 and 6.)
 Have students use the picture of strawberries to write a multiplication
sentence.
 Guide them on counting how many strawberries there are in a row and how
many rows there are. From there, they should be able to come up with 12 × 3
= 36 and 3 × 12 = 36.
 Ask students to use only these 3 numbers, that is, 3, 12 and 36, to write the
division sentences.
 Guide students to fill in the blanks in the Student’s Book.

Lesson 3 (40 min)

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(30 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1a) This question requires students to use the multiplication fact to
complete the division sentences. Ask: How many groups do you need to
group the seashells into for the sum? (Expected answer: 2)
- (1b) This question requires students to use the multiplication fact to
complete the division sentences. Ask: Which times table can you use to
solve the sums? (Expected answer:
- 2 or 6 times table)
- (1c) This question requires students to complete the multiplication
sentences using times tables. Have students find the easiest way to
complete any one of the number sentences. Ask: Which number
sentences can you fill in first? (Expected answer: The first one) How?
(Expected answer: From the last number sentence, we know that the
third missing number is 14) Students should be able to complete the
other three number sentences from the three numbers used for the first
number sentence.
- (2) This question requires students to use fact families to write 4
number sentences. Ask: What do you remember about fact families?
(Expected answer: All the 3 numbers used for each of the number
sentences remain the same. Only the order changes.) Have students
write out the three numbers on number cards (one number on each
number card). They can rearrange the number cards and complete the
number sentences.
- (3) This question requires students to use times tables and fact families
to write 4 number sentences. Ask: How many groups can you divide the

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 buttons into equally? (Expected answer: 1, 2, 3, 6, 9 or 18.) Have
students use the picture or multiplication facts to complete the number
sentences. Have students practise critiquing (TWM.07) to check if both
answers can be accepted and if there are any other answers.
- (4) This question requires students to use times table to solve the
problem. Ask: What can we find first? (Expected answer: The amount
that she saves in 8 days) Ask students to make a table to show how
much she saves in 8 days. Have them share their answers and convince
(TWM.04) their partners.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Then allow them to revisit the
responses that were noted on the board at the beginning of this lesson to
address any misconceptions.

Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(10 min)  Ask them about any difficulties they faced when writing multiplication and
division sentences of a fact family. Invite volunteers to share how they
overcome them their difficulties.

Activity Book
 Assign Worksheet 12A for students to complete at home.

Lesson 4 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and have
the rest of the class discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

Differentiation

For support:
 Give students blank paper cards. Ask them to write numbers on the cards (one number per
card).
 Have them then rearrange the cards to find the other 3 number statements and write the
number sentence each time they find one.
1. Write a fact family using 4, 2 and 8. (4 × 2 = 8, 2 × 4 = 8, 8 ÷ 4 = 2, 8 ÷ 2 = 4)
2. Write a fact family using 18, 3 and 6. (3 × 6 = 18, 6 × 3 = 18, 18 ÷ 3 = 6, 18 ÷ 6 = 3)
3. Write a fact family using 7, 35 and 5. (7 × 5 = 35, 5 × 7 = 35, 35 ÷ 7 = 5, 35 ÷ 5 = 7)

For challenge:
 Have students write a fact family using the numbers 32, 8 and 4.
 Encourage them to work with a partner to write a multiplication and division story sum.

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 Multiply 2-Digit Numbers by
Section B Number of Periods: 4
2, 3, 4 and 5

Learning Objective Expected Prior Knowledge

 3Ni.08 Estimate and multiply whole  Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables.

numbers up to 100 by 2, 3, 4 and 5.  Use commutative and distributive properties of
multiplication to simplify calculations.

Note

In this section, students are expected to build on their knowledge of multiplication. Revise the
commutative and distributive properties of multiplication before starting the lesson. Get
students to recite the tables of 2, 3, 4 and 5. If they are still not able to memorise them., place
a multiplication chart on the board or wall. Encourage them to keep their own multiplication
charts handy so that they can refer to them as they multiply 2-digit numbers.

This section also introduces to students three ways to multiply 2-digit numbers. While some
methods may work for some numbers, they may not work as well for others. Encourage
students to explore the different ways so that they can decide the method to use for different
numbers.

Use cubes to demonstrate multiplication for smaller numbers. For larger numbers, draw
diagrams in arrays to show multiplication.

Language Support

Vocabulary: multiplication, division, fact family

Write an example of each concept on the board and ask students to name the concept.

Common Misconceptions

Misconception:
When students estimate, they may not be sure if they should round up or down.

How to address the misconception:

Let students know that it does not matter if they round up or down. Encourage them to estimate
to the closest round number so that it is easier for them to work out the estimation.

At the end of the lesson, check that students are able to use estimate to check against their
answers.

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Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up  Use the The Answer Is… strategy. See page xiii for detailed steps.
(10 min)  Revise multiplication facts with the students.
 Provide answers, such as:
- 40 (1 × 40, 2 × 20, 4 × 10, 5 × 8)
- 18 (1 × 18, 2 × 9, 3 × 6)
- 25 (1 × 25, 5 × 5)
- 24 (1 × 24, 2 × 12, 3 × 8, 4 × 6)
 Then go through the objectives of the lesson.

Lesson Go through the learning objectives that students will learn in this section.
Introduction
(10 min) Look Back
 Go through the problem as a class to recall prior knowledge of multiplication.
 Draw a table with 5 columns with headers for each column as Mon, Tue,
Wed, Thu and Fri.
 Invite a student to draw 2 cups of milk in each column for all 5 days.
 Ask the class to count the total number of cups of milk Ralph drinks in 5
days.
 Have students work in groups of three.
 Use the Table Rally strategy. See page xiii for detailed steps.
 Encourage students to write 2 number sentences that can be used for this
problem.
(Expected answers: 2 + 2 + 2 + 2 + 2 = 10, 5 × 2 = 10.)

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible
C-P-A  solutions through critical and creative thinking.
(20 min)  Prepare counters as concrete manipulatives for students to use. Have them
draw a table, similar to how they solved the problem in Look Back.
 Use the Heads Together–Pairs Compare strategy. See page xiii for detailed
steps.
 Have students read the question and work in pairs to solve the problem.
(Expected answer:
4 × 30 = 120. Students can also simplify 30 to 10 + 10 + 10 or 15 + 15.)
 Ask them to write out the solution on a piece of paper.
 Give them enough time to complete the task and then call out ‘Pairs
compare’ for pairs to work with another pair to compare solutions.
 Have students practise convincing (TWM.04) the other pairs how to find the
total number of cups of milk drunk in 30 days.
 At the end of the lesson, revisit the problem to have students revisit their

206
thinking and apply their new knowledge and skills to solve the problem.

207
Lesson 2 (40 min)

Lesson Let’s Learn (a)

development:  Prepare 18 cubes as concrete manipulatives to demonstrate the problem.
Learn  Read the question as a class.
C-P-A  Explain:
-
(20 min) To estimate, they can round down or up to the nearest ten.
-
18 is closer to 20 than 10.
-
Multiply 20 and 3. Your answer should be close to 60 to be considered
reasonable.
 Relate the question to the pictorial diagram.
 Have them use the picture to decide how to split 18 into smaller numbers.
 Ask students: How can we use the distributive law of multiplication to split
18 to smaller numbers? (Expected answer: 18 can be split into 10 and 8.)
 Use the diagram in the Student’s Book to show how 18 can be split into 10
and 8 for each row.
 Have students find other ways to split 18 into smaller numbers.
 Invite volunteers to explain why they chose to divide in that way and how
they can use a diagram to represent those numbers.
 Explain that they can count the squares in the array or use their
multiplication fact to find 8 × 3.

Lesson Let’s Learn (b)

development:  Refer students to the Student’s Book.
Learn  Explain: that they can add on to the bows to show how many she makes in 2
C-P-A days and then double the number from there.
(20 min)  Explain to students how to estimate the product before finding the answer.
 Emphasise that double 12 is double 10 and double 2.
 Have students work out double 10 and double 2 and add the products.
 Ask them to discuss in pairs if doubling can be used on 4 instead of 12.
 Invite students to share their answers.

Lesson 3 (40 min)

Lesson Let’s Learn (c)

development:  Guide students to use the halving method to find the number of people 5
Learn buses can carry.
C-P-A  Explain that since they can multiply 22 by 10 mentally, they can simply halve
(15 min) the product to find 22 × 5.
 Have them look at dividing the 2 hundreds flats and 2 tens rods to see what
half of 200 and half of 20 is.
 Get students to work out the sum and fill in the blanks in the Student’s Book.

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(20 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to use halving. Ask: What are the
steps to halving method? (Expected answer: Multiply the number of
motorcycles on each floor by 10. Halve the answer.) Remind students to
estimate before multiplying the numbers.
- (2) This question requires students to use doubling. Ask: How can we
use the answer for part a to solve part b? (Expected answer: Double the

208
 answer)
- (3) This question requires students to use the distributive law. Ask:
Which method will you use for this question? (Expected answer:
Distributive law)
- (4) This question requires students to use the doubling or distributive
law. Ask: Which method can you use to solve this question? (Expected
answer: Doubling or distributive law)
- (5) This question requires students to use doubling or distributive law.
Ask: Which method will you use to solve this question? (Expected
answer: Doubling or distributive law) Have students practise
specialising (TWM.01) by figuring out two ways to solve this question.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Then allow them to revisit the
responses that were noted on the board at the beginning of this lesson to
address any misconceptions.

Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(5 min)  Ask students the difficulties they face during multiplication. Invite volunteers
to share how they overcome their difficulties.

Activity Book:
 Assign Worksheet 12B for students to complete at home.

Lesson 4 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers
are reasonable. Select students who have different answers and have the rest of the class
discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

Differentiation

For support:
 Provide cubes for students so that they can use them when they multiply using the
distributive law.
1. Using distributive law: 25 × 3
2. Using doubling: 18 × 4
3. Using halving: 17× 5

For challenge:
 Have students work with a partner to try out these questions.
 Have them explain to their partner the method that they used.
 Get them to decide the best method to solve these questions.
1. 26 × 5
2. 37 × 4
3. 49 × 3
4. 64 × 2

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210
 Divide 2-Digit Numbers by
Section C Number of Periods: 5
2, 3, 4 and 5

Learning Objective Expected Prior Knowledge

 3Ni.09 Estimate and divide whole  Know 1, 2, 3, 4, 5, 6, 8, 9 and 10 times tables.

numbers up to 100 by 2, 3, 4 and 5.  Understand division as sharing, grouping and
repeated subtraction.

Note

In this section, students are expected to build on their knowledge of division. Revise the times
table with students before this lesson. Put up a multiplication chart on the wall or write out
the times table on the board so that students can refer to it as they do their division sums.
Use concrete manipulatives such as cubes so that students can use them to work the sums
out.

For long division, go through the steps slowly and verbalise the steps clearly. You may want to
go through more examples to demonstrate to students more than once. Encourage students to
work out long division together with you so that they are able to remember and understand
the steps.

Language Support

Vocabulary: quotient, remainder

Write out the word on the board and introduce the word when you come across it during long
division.

Common Misconceptions

Misconception:
Students do not include the remainder in their answer.

How to address the misconception:

Encourage students to check back by multiplying the product and the factor. For example, in 16
÷ 3, if students write 5 as the answer, they should check back by multiplying 5 and 3. The
answer is only 15. They should therefore check if they had missed out a remainder.

At the end of the lesson, students should be able to include remainders as part of the answers, if
any.

211
212
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up Class activity

(10 min)  Use The Answer Is… strategy. See page xiii for detailed steps.
 Revise division using multiplication facts with the students.
 Provide answers such as:
- 2 (20 ÷ 2, etc.)
- 3 (21 ÷ 7, etc.)
- 4 (36 ÷ 9, etc.)
- 5 (35 ÷ 7, etc.)

Lesson  Go through the learning objectives that students will learn in this section.
Introduction
(10 min) Look Back
 Go through the problem as a class to recall prior knowledge.
 Ask students:
- How many strawberries does Ron eat in one day? (Expected answer: 4.)
- How many strawberries does he have? (Expected answer: 8.)
 Use the counters as strawberries and the paper plates as each day if needed.
 Invite a student to write out the division sentence and explain the method
used to find the answer. (Expected answer: 8 ÷ 4 = 2.)
 SEL (Social awareness, Relationship skills): Encourage students to listen to
their partners when they are talking.

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare counters and multilink cubes as concrete manipulatives.
(20 min)  Discuss the question as a class.
 Have students work in small groups to use the concrete aids to find the
answers.
 Use the Team Showdown for 3 strategy. See page xiv for detailed steps.
- Give students five minutes to go through the questions in the Student’s
Book.
- Have them write out their solutions on a piece of paper. (Expected
answer: 48 ÷ 4 = 12. Students may present different ways on how they
find the answer. They may use repeated subtraction, multiplication facts,
drawing or use cubes.)
- Select a few groups to share their answers and get them to explain how
they arrived at their answers.
 Have students practise convincing (TWM.04) by asking:
- What do you think of their solution?
- Has anyone got a simpler solution?

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Lesson 2 (40 min)

Lesson Let’s Learn (a)

development:  Use such as 40 counters to represent 40 students as concrete
Learn manipulatives.
C-P-A  Invite a student to divide the 40 counters into 5 groups.
(20 min)  Have the rest of the class draw 40 counters and try to divide them into 5
groups.
 Ask students:
- How can you solve this problem? (Expected answer: Use multiplication
facts.)
- How many students are there? (Expected answer: 40)
- How many groups are there? (Expected answer: 5)
- How many students are there in each group?(Expected answer: 8)
 Ask students to quickly share their solutions with their partners.
 Invite some pairs to present their answers to the class.
 Allow students to refer to the multiplication chart if they are using
multiplication facts to solve division problems.
 Have students discuss other ways to solve this division problem.
Lesson Let’s Learn (b)
development:  Go through the problem as a class.
Learn  Prepare concrete manipulatives, such as counters to show students how 28
C-P-A is halved to get 14.
(20 min)  Ask students:
- How many biscuits are there? (Expected answer: 28)
- How many plates are there? (Expected answer: 2)
 Demonstrate the halving method using cubes.
 Ask: What kind of numbers can the halving method be used for? Why?
(Expected answer: Even numbers. Odd numbers cannot be divided into 2 /
be halved.)
 Have students discuss other ways to solve this division problem.

Lesson 3 (40 min)

Lesson Let’s Learn (c)

development:  Go through the problem as a class.
Learn  Demonstrate to students how to estimate and check the answer:
C-P-A - Round up or round down to the nearest number that can be easily
(15 min) divided by the divisor.
- In this case, 39 is closer to 40 and 40 can be easily divided by 4, which
is 10.
- So the answer should be close to 10.
 Ask students:
- What is the closest number to 39 that can be divided by 4? (Expected
answer: 40)
- Why can’t we use 40? (Expected answer: 40 cannot be used as it is
more than 39)
- What is the next number closest to 39 besides 40? (Expected answer:
36)
- What is the multiplication fact that can solve 36 ÷ 4? (Expected answer:
9 × 4)
 Introduce the term remainder and explain that a remainder exists when a
dividend cannot be divided by the divisor entirely.
 Explain that for this question, there are 3 more seeds that cannot be put
into a pot. Therefore, 3 is the remainder.
 Guide students to fill in the blanks in the Student’s Book.

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  Tell students to use a calculator to check their answers.

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(20 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to complete the division sentences
using multiplication facts. Encourage students to write the
multiplication fact they used to find their answer.
- (2) This question requires students to use halving to solve the problem.
Ask: Which method can you use to find the answer? (Expected answer:
Halving) Have students try out each method until they find one that is
the easiest for them.
- (3) This question requires students to use multiplication facts and
remainder to solve the problem. Ask: What is the closest multiple of 2?
(Expected answer: 26 and 28) Which number should we use? Why?
(Expected answer: 2. We cannot use 28 because she only has 27
stickers.)
- (4) This question requires students to try out different methods to
divide. They can then convince (TWM.04) their partners that the
method they have used is the easiest. Ask: Which methods can you
use for this question? (Expected answer: Multiplication facts,
drawing, using counters, halving) Remind students to estimate before
dividing the numbers.
- (5) This question requires students to use multiplication facts and
remainder for this question. Ask: What is the closest multiple of 5?
(Expected answer: 48 and 50) Which number should you choose?
Why? (Expected answer: 50. You still need a car for the 50th person.)
- (6) This question requires students to use the traits of multiples of 2
and 4 to find a common multiple. Ask: What do you know about all the
multiples of 2? (Expected answer: They are all even numbers) What
can you tell about all the multiples of 4? (Expected answer: They are
also even numbers) Have students practise specialising (TWM.01) to
solve this problem.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Then allow them to revisit the
responses that were noted on the board at the beginning of this lesson to
address any misconceptions.

Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(5 min)  Ask students the difficulties they face when they do division. Invite
volunteers to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 12C for students to complete at home.

Lesson 4 (40 min)

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Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers
are reasonable. Select students who have different answers and have the rest of the class
discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

Differentiation

For support:
 Encourage students to refer to multiplication chart used in Chapter 11 and solve the
following:
1. Using multiplication fact: 21 ÷ 3
2. Using halving: 24 ÷ 4
3. Using multiplication fact or halving: 18 ÷ 2
4. Using multiplication fact: 34 ÷ 5

For challenge:
 Have students try out the following questions and compare their answers with a partner
when done:
1. 43 ÷ 2
2. 37 ÷ 3
3. 49 ÷ 4
4. 52 ÷ 5

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Lesson 5 (40 min)
Maths Champions
 Invite a volunteer to play the game with you.
 Have students play one round.
 Let them know that they can use the multiplication chart or calculator only to check their
friend’s answers.
 SEL (Relationship management): Encourage each other during the game especially if their
friends have gotten
their answers wrong.

Maths Words
 Discuss the examples provided in the Maths Words.
 Write a multiplication or division sum on the board.
 Solve the sum using a specific method taught in this chapter.
 Invite students to name the method that is used to solve the problem written on the board.

Activity Book
 Assign What I Can Do Now and Maths Journal for students to complete at home.

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