Zimbabwe

Ministry of Primary and Secondary Education

Module 5
Multiplication and
division – part 2
 For information about the IGATE project see:
www.wvi.org/education-and-life-skills/igate-improving-girls-access-through-transforming-education

This material has been funded by UK aid from the UK government.

©The Open University, December 2021

Revised Module 5 (MoPSE)

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Any third party material that is excluded from this licence is outlined in the
Acknowledgements.

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 FOUNDATIONAL NUMERACY MODULE 5

Foundational numeracy
Module 5: Multiplication and
division – part 2
Module contents
About these modules ...........................................................................................2
Unit 1: Building fluency ........................................................................................5
Unit 2: Multiplying bigger numbers .....................................................................14
Unit 3: Dividing bigger numbers .........................................................................25
Acknowledgements ............................................................................................40
 FOUNDATIONAL NUMERACY MODULE 5

About these modules

This is the fifth of six Teacher Professional Development (TPD) modules for all
teachers working with learners whose attainment in numeracy is below their Grade
or Form level. The modules are also appropriate for Initial Teacher Education (ITE)
– particularly during school placements or practicum.

Module 1: What is a number?

Module 2: Early addition and subtraction
Module 3: Addition and subtraction of bigger numbers
Module 4: Multiplication and division – part 1
Module 5: Multiplication and division – part 2
Module 6: Fractions and decimals

The modules were collaboratively developed for the Ministry of Primary and
Secondary Education (MoPSE) by the Open University, World Vision and CARE
International. The modules have been tried and tested in hundreds of primary and
secondary schools across Zimbabwe, strengthening the teaching of foundation
skills and improving learning outcomes. Our thanks to everyone who contributed –
especially teachers, school heads and schools’ inspectors.
MoPSE’s highest priority is to empower ALL learners through strong foundations
in literacy and numeracy.
Whatever their Grade or Form, all learners need strong foundations in literacy and
numeracy to succeed in other learning areas. Learners must learn to read and
use number so they can read and use number to learn.

Using the modules

Teachers will benefit most by using the modules within reflective-practice cycles in
their schools, as shown below.

Read an activity.
Plan how you will use the activity.
Do the activity with your learners.
Reflect on what learners learned from doing the
activity.
• What worked well?
• What would you change next
time?
Share your experiences with your colleagues.

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 FOUNDATIONAL NUMERACY MODULE 5

➢ The modules can be used by:

o individual teachers
o pairs or groups of teachers
o whole schools
o cluster meetings or district workshops.
➢ The modules provide classroom activities and guidance for effective use.

Learner attainment
We describe learners who can do an activity confidently and successfully as ‘higher
attaining’ and learners who cannot do an activity well as ‘lower attaining’.
No one knows what a learner will be able to do given the chance. Every learner
has the potential for growth. Teachers have often been surprised when they found
a learner who was ‘higher attaining’ for one activity was then ‘lower attaining’ for
another – and vice versa. So, we don’t label learners with words like ‘fast’ or ‘slow’.
A learner may have different levels of attainment in different learning areas, or in
different aspects of one learning area. That’s why assessment is a big part of the
activities. It is important to find out, as often as possible, what learners know and
can or can’t do. Then they can be given activities at a level that will help them
progress.

Working in groups
Learning takes place as a result of doing an activity, thinking about it, and
understanding the ideas it contains.
In order to make sure that all learners are doing, activities are designed so learners
work together in pairs or small groups for most of the lesson. Pairs, or groups of
four to six learners, work best because everyone can take part. Sometimes the
teacher will need to demonstrate the activity first.
There are several ways in which learners can be put into groups. Teachers should
choose the one that works best for their learners.
➢ Learners choose their own groups: Sometimes this can result in friends
working (or not working!) together, while other learners are left out.
➢ Learners at a similar level of attainment work together: This can work
well, as learners are working at their preferred pace, but learners who need
help have to find it from outside the group.
➢ Learners at mixed levels of attainment work together: This type of
grouping has the advantage that higher-attaining learners can help lower-
attaining ones. This gives lower-attaining learners personal and prompt
support, and higher-attaining learners a chance to talk about what they have
learned, which helps to deepen their understanding.

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 FOUNDATIONAL NUMERACY MODULE 5

Collecting and storing resources

Many of the activities in these modules rely on learners using physical resources.
Some activities need large quantities of resources so that learners can work
through the activities in small groups. How can you make sure you have enough?
Here are some suggestions from teachers who trialled these materials.
Sticks
➢ Ask each learner to bring in at least ten small sticks the length of their middle
finger.
➢ Ask learners to hunt for small sticks in the school grounds during break
times. (This worked well in rural communities, but not so well in city schools.)
➢ As an alternative to sticks, ask learners to bring in at least ten toothpicks or
drinking straws.
➢ Bundle up the sticks into ‘tens’ using elastic bands (if you have them, as
these work better for subtraction) or short lengths of wool or string.
Counters
➢ Ask each learner to bring in a collection of counters. In rural communities,
learners usually brought in small stones, beans or seeds. In city schools,
learners often brought in plastic beads or bottle tops.
Place value counters
➢ Ask local bottle stores, lodges and hotels to collect tops from drink bottles.
Write the value of the counter on the top with a permanent marker.
➢ Cut up manila or paper into 2-cm squares and write the value of the counter
on each piece.
Making resources together
➢ Some teachers organised a weekly after-school resource-making meeting
to make sure all classes had the equipment they needed. This was
especially helpful when making number cards or arrow cards!
Sharing resources
➢ Share a set of resources between two classes. So, for example, while one
class has a literacy lesson, the other class does numeracy and vice versa.
The teachers quickly swop resources between lessons!
➢ Split the class into two halves. Work with one half of the class on activities
that use resources, while the other half work in their books.
Storing resources
➢ Teachers often reused the same resources many times, for lots of different
activities. They realised that they would save a lot of time by storing
resources carefully, either in their classroom or a common store-cupboard.

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 FOUNDATIONAL NUMERACY MODULE 5

Unit 1: Building fluency

Contents
Introduction ..........................................................................................................5
1.1: Switch and freeze .........................................................................................6
1.2: Multiplication square quiz ..............................................................................8
1.3: Multiplication and division Bingo .................................................................11

Introduction
In this unit, learners play two games in which they practise multiplication facts.
They find out how to use a multiplication square to look up multiplication and
division facts that they have not yet memorised.

Key words and phrases

➢ derive – work out from what you know already
➢ recall – remember

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 FOUNDATIONAL NUMERACY MODULE 5

1.1: Switch and freeze

Aim
This activity helps learners to recall or derive multiplication facts accurately and
efficiently.

What the learners will do

The caller tells learners which ‘times table’ they are going to practise. Learners
throw a ball around the circle saying the next multiplication fact as they throw the
ball. When the caller calls ‘Switch!’ they also call a new ‘times table’. The next
learner to throw the ball has to say the multiplication fact for the new ‘times table’.
When the caller calls ‘Freeze!’ the person who is holding the ball says as many
multiplication and division facts as they can about the fact they have just said or
are about to say.

Resources
You will need:
• a large multiplication square (Resource A Multiplication square, page 35).
Each group of six to eight learners will need:
• something to throw to each other, for example, a ball or screwed up paper
in a plastic bag taped together with sticky tape.

Activity
Make sure all learners can see the multiplication square.
Ask learners to stand in groups of six to eight with a ball in each group.
Demonstrate the activity by acting as the caller to begin with, calling ‘Switch!’ and
‘Freeze!’ a few times, then ask each group to choose a caller for their group.

1. The caller tells the group

which ‘times table’ facts
they are going to practise.

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 FOUNDATIONAL NUMERACY MODULE 5

2. Learners throw the ball

around the group, saying
the next multiplication fact
in the ‘times table’ as they
throw.

3. The caller sometimes calls

‘Switch!’ and a new ‘times
table’ to practise. The next
learner says the
multiplication fact for the
new ‘table’.

4. Sometimes the caller calls

‘Freeze!’ The learner who
is holding the ball tells the
group other multiplication
and division facts that are
related to the one they
have just said.
5. If they cannot think of all
three related facts, the ball
is passed to the next
learner to have a go. When
all the facts have been
found, the next learner
carries on with the ‘times
table’.
(For example:
7 x 4 = 28, 4 x 7 = 28,
28 ÷4 = 7, 28 ÷ 7 = 4)
6. Learners stop when they
reach 10 x __. Another
learner becomes the caller
and chooses a new ‘times
table’. The next learner
starts at 1 x [the new ‘times
table’].

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 FOUNDATIONAL NUMERACY MODULE 5

Assessment
Notice and note learners who:
➢ need to look at the multiplication square, even when practising two, five or
ten 'times tables' – they may need more practice with earlier activities
➢ quickly recall the ‘times table’ facts when you are doing the activity with the
whole class – make a new group with these learners and ask them to
practise more challenging ‘times tables’ such as sevens and eights
➢ are very slow to say the multiplication facts or need help from others – if
there are many of these learners, make a new group and help them to use
the multiplication square as a prompt.

In practice
Miss Dube realised that, after learners had understood a new idea, they needed
lots of practice to become fluent. She found it difficult to find interesting ways for
them to practise.
When her class was learning multiplication facts, she used this activity for just a
few minutes several times a week. She liked the fact that every learner had to take
part and didn’t always know what the next question would be. They had to do a lot
of thinking!
As learners became better at recalling facts, they played the game more quickly
and she set them the challenge of seeing how many throws and answers they
could fit into one minute.
When higher-attaining learners needed a change of activity, she told them to throw
the ball to any learner in the group which made the activity even more challenging!

1.2: Multiplication square quiz

Aim
This activity helps learners connect multiplication and division facts. It also helps
them remember the different words that may be used for a multiplication or a
division calculation.

What the learners will do

Learners work in pairs. One learner has a multiplication square. This learner asks
their partner to tell them the answer to a multiplication or a division question and
checks the answer on their multiplication square. Learners take turns to ask and
answer questions. They keep a score of their correct answers.

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 FOUNDATIONAL NUMERACY MODULE 5

Resources
You will need:
• a large multiplication square (Resource A Multiplication square, page 35)
where everyone can see it
• a supply of counters.
Each pair of learners will need:
• a multiplication square (Resource A Multiplication square, page 35) –
they will already have written one in their books if they have completed
Module 4
• a supply of counters for those who need them.

Activity
Steps 1 to 5 are teacher led. You will demonstrate on the class multiplication
square and learners will copy you.
This will help learners to understand how to find multiplication and division facts on
their own multiplication squares. Check that all learners point to the numbers on
their squares in this part of the session.
For most of the session, learners work in pairs asking each other questions and
checking the answers for themselves (steps 6 and 7).

1. Ask learners to copy

everything you do on your
multiplication square on
their own square.
Say that first you are all
going to find the answer to 5
x 6. Place a finger on one
hand on the 5 row and a
finger on the other hand on
the 6 column.

2. Slide the two fingers across

the row and down the
column until they meet.
What is the number on the
square where the two
numbers meet?

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 FOUNDATIONAL NUMERACY MODULE 5

3. Ask a volunteer to check the

answer using a 5 x 6 array
of counters.

4. Now say you are going to

find the answer to 28 ÷ 4.
Slide your finger across the
4 row until you find 28. With
the other hand, slide your
finger up to the top of the
column to find the answer.

5. Ask a volunteer to check the

answer by making rows of 4
with the counters until there
are 28 counters. Ask how
many rows they have made.

6. In pairs, learners take turns

to ask and answer
multiplication and division
questions.
One learner asks the
question and checks their
partner’s answer on the
multiplication square.

7. The other learner answers

the question. If they can
answer without using
counters, they get 2 points.
If they use counters and find
the correct answer, they get
one point. The player with
the most points at the end of
the session wins.

Assessment
While learners are asking and answering questions, move around the room. Ask
them to think of other ways to ask multiplication and division questions. For
example, they could say:

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 FOUNDATIONAL NUMERACY MODULE 5

➢ ‘What is 27 shared between 9?’

➢ ‘How many equal groups can you make from 15 children?’
➢ ‘How many lots of 7 make 35?’
➢ ‘How many ears do 7 children have?’
Learners who use many different words and are able to think of real-life situations
are developing a really good sense of number.

In practice
Mr Muleya found that this activity took quite a long time to demonstrate, but it was
time well spent.
Some learners did not have a multiplication square in their books as they had been
absent for those lessons. He asked some higher-attaining learners to make copies
of the multiplication square for these learners to stick in their books. This was also
a good opportunity for the older learners to reinforce their own knowledge!
Mr Muleya knew that many learners find it difficult to remember all the facts about
multiplication and division. He was very happy for learners to have the
multiplication square in their books, so that they could look up and check
multiplication and division facts when they needed to. This way, even if they could
not remember their ‘times tables’, they could still solve multiplication and division
problems.

1.3: Multiplication and division Bingo

Aim
This activity helps learners improve recall of multiplication and division facts.

What the learners will do

Learners work in pairs. They choose six numbers to write in their 2 x 3 grid. When
the caller asks a multiplication or division fact for which they have the answer on
their grid, they cross the number off. When they have crossed off all their numbers
they call, ‘BINGO!’ The caller checks they have crossed the correct numbers off.

Resources
You will need:
• to prepare a list of multiplication and division facts to call out. Try to include
a variety of different formats and vocabulary. Make sure the total does not
fall outside of the range of numbers you have asked learners to choose
from.
Each pair of learners will need:
• to draw a 3 x 2 grid (see step 1 below). This can be in their books, on the
ground with a stick, or on the classroom floor with chalk.

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 FOUNDATIONAL NUMERACY MODULE 5

Activity
This is a teacher-led activity, with learners working in pairs. As they decide whether
they can cross off a number, it is important to allow learners to talk to each other.
Talking helps them to learn.
You might like to model the activity by asking for two volunteers to choose numbers
to write in a grid on the board. As you read out multiplication or division questions
that fit the numbers they have written, they cross off the numbers.
Make sure learners can see a multiplication square so that they can find the answer
if they don’t know or cannot remember it.
1. Ask learners, in pairs, to choose
six numbers from a range that
you write on the board (for
example, 1–50) and to write
each number in one of the
boxes on their grid.
2. Read one of the multiplication
questions that you have
prepared. Learners decide the
answer together and, if they
have it, take turns to cross the
number off.
Note: Keep a record of which
questions you have read out so
you can check that learners
have crossed off the correct
numbers!
3. When a pair of learners have
crossed off all their numbers,
they call, ‘BINGO!’ If they have
crossed off the correct numbers,
they are the winners.
You may like to carry on the
game until you have several
winners.
Repeat the game, this time asking division questions. (For division, the range
of numbers from which learners can choose must be reduced to 1–10). After
this, if time allows, learners could play the game in groups of six, with a higher-
attaining learner acting as caller. The caller could find the multiplication or
division fact using a multiplication square. Alternatively, you could prepare
multiplication and division sheets for the caller.

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 FOUNDATIONAL NUMERACY MODULE 5

Assessment
As they play Bingo, notice the different ways that learners use to find the answer.
Do they:
➢ ‘just know’ the answer
➢ look at the multiplication square
➢ draw dots to make an array then count the dots?
Notice the numbers that learners choose for their grid. Do they:
➢ choose random numbers
➢ choose bigger numbers for the multiplication game and smaller numbers for
the division game
➢ choose numbers that have more factors?
Noticing and noting these things will tell you a lot about how well learners
understand the way that numbers work together.

In practice
Mrs Phiri's class enjoyed this activity so much that they asked if they could play the
game at home. Mrs Phiri liked this idea because it would give learners lots of
practice with their number facts.
She decided to set up a Numeracy Library. Learners could borrow the resources
they needed for games, but they had to sign them out in her Library Notebook and
had to agree a date on which they would return them. Of course, to begin with her
library was empty. To start with, she prepared one or two bags of multiplication
facts where the answer was 50 or less, so that learners could play multiplication
Bingo.
Learners were keen to borrow these, and to tell her what other games they would
like to see in the Numeracy Library.

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 FOUNDATIONAL NUMERACY MODULE 5

Unit 2: Multiplying bigger

numbers
Contents
Introduction ......................................................................................................... 14
2.1: Using the ‘grid method’ and place value counters ........................................ 15
2.2: Multiplying bigger numbers without counters ............................................... 18
2.3: Multiplying two-digit by two-digit numbers .................................................... 20

Introduction
In this unit, learners are introduced to the grid method of multiplication, supported
by place value counters. When their understanding of this method is secure, they
progress to multiplying larger numbers without counters. It is important that the
activities are not rushed; learners will need plenty of practice with each activity
before moving on to the next one.

Key words and phrases

➢ product – the answer when two numbers are multiplied

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 FOUNDATIONAL NUMERACY MODULE 5

2.1: Using the ‘grid method’ and place value

counters
Aim
This activity introduces learners to multiplication of a two-digit number by a single-
digit number using a grid. It helps them understand that they are working with tens
and ones when multiplying bigger numbers.

What the learners will do

Learners work in small groups (ideally pairs, if you have enough place value
counters). They use place value counters and a grid to multiply bigger numbers.

Resources
You will need:
• at least 12 large place value counters to represent ‘ones’ and at least 20 to
represent ‘tens’
• something with which to stick counters on the board
• a collection of ‘tens’ and ‘ones’ place value counters for learners to use if
they do not have enough.
Each small group or pair of learners will need:
• place value counters to represent ‘ones’ and ‘tens’, about 20 of each
• somewhere to draw a multiplication grid – this could be on the classroom
floor with chalk, outside in the dust or on a large sheet of paper. (Resource
B Multiplication grids, page 36)
• four sets of 1–6 number cards, mixed in a pile (Resource C Number cards,
page 37)
• one number card with ‘0’ written on (Resource C Number cards, page 37).
Each learner will also need:
• an exercise book and pen.

Activity
Before learners begin to work independently, show them how to multiply using the
‘grid method’. Draw a grid on the board and stick the counters on it so everyone
can see what you are doing.
As you talk through a second example, ask learners to copy you using their own
place value counters and grid.
Learners then try some examples for themselves in their small groups or pairs.

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 FOUNDATIONAL NUMERACY MODULE 5

1. Learner 1 turns over three

cards. They use these to make
a single-digit number and a
two-digit number.
Both learners write the
calculation in their books.
2. Learner 1 places the single
number card in the row below
the ‘x’ in their grid. They put the
‘tens’ number card in the
column next to the ‘x’ on the
grid and add their ‘0’ to show
the value of that part of the
number. They put the ‘ones’
number card in the next
column.
3. Both learners draw a grid in
their books and write the
numbers in the correct places.

4. Learner 2 makes the two-digit

number on the grid using place
value counters. (If they do not
have enough place value
counters, they borrow some
from the pile at the front of the
classroom.)
5. Learner 2 repeats step 4
according to the number by
which the two-digit number
needs to be multiplied.

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 FOUNDATIONAL NUMERACY MODULE 5

6. Together, learners find the

value of each column.

7. Both learners write the

calculations for each column in
the correct boxes in their
books.

8. Finally, learners find the total

of the two columns. They write
the answer to the calculation in
their books.

Learners put the number cards at the bottom of the pile and repeat steps 1–8. If
learners are working in pairs, they change roles. If they are working in small
groups, two new learners take the role of Learner 1 and Learner 2.

Assessment
Notice and note learners who:
➢ count the place value counters in ones – they may need more practice with
the activities in Unit 1 to help them with recalling ‘times tables’ facts
➢ grasp the concept very quickly. Gather these learners together and ask
them to try using the grid method without using the place value counters.
Make sure they know that if this is too difficult, they can continue to use the
place value counters for a bit longer.

In practice
Mrs Sithole already had a large collection of place value counters that she had
prepared for previous activities. She had stored them in the 'Numeracy Toolkit' she
was building up for numeracy teaching.
Mrs Sithole found that learners understood the process of multiplication much
better when the calculation was written in a grid. When doing the calculation 53 x
4, the grid helped them to remember that it was 50 being multiplied and not 5.
Using the counters enabled learners to ‘see’ the result of each part of the
calculation. Writing down a separate addition calculation to find the total made
sense to them.

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 FOUNDATIONAL NUMERACY MODULE 5

When Mrs Sithole’s learners had understood this method of multiplication, she
gave them just one calculation to do at the beginning of every lesson the following
week. Learners were happy to draw place value counters in their books, and soon
they were telling her that they could do multiplication calculations without them.

2.2: Multiplying bigger numbers without

counters
Aim
Learners connect the grid method with formal vertical methods for multiplication of
bigger numbers.

What the learners will do

Learners work in pairs. They take turns to ask each other questions as they use
the grid method to answer multiplication questions. They record their answers in a
vertical calculation format.

Resources
Each pair of learners will need:
• two sets of 1–9 number cards, mixed in a pile (Resource C Number cards,
page 37).
Each learner will also need:
• an exercise book and pen.

Activity
Show learners how to do this activity. After you have done it once, ask for two
volunteers to demonstrate a second example, before asking learners to work in
pairs.
1. Learner 1 turns over
three cards and makes
a single-digit and a
two-digit number. Both
learners write the
multiplication as a
vertical calculation and
draw a multiplication
grid.

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 FOUNDATIONAL NUMERACY MODULE 5

2. Learner 2 asks, ‘What

is being multiplied by
__ in this box?’
(pointing to the first
column)
3. Both learners write the
multiplication and the
answer in the box.
They record what they
have done under the
vertical calculation.
4. Learner 2 asks, ‘What
is being multiplied by
__ in this box?’
(pointing to the second
column)
5. Both learners write the
multiplication and the
answer in the box.
They record what they
have done under the
vertical calculation.
6. Learner 2 asks, ‘What
do I need to do now to
find the answer to __ x
__?’
7. Both learners find the
total of the
multiplication of the
‘tens’ and the ‘ones’
and write the answer.
8. Learners change roles and repeat steps 1–4 as often as time allows.

Assessment
Notice and note learners who:
➢ forget that digits in the ’tens’ column have a different value to digits in the
‘ones’ column and therefore have answers which are far too small – these
learners should continue to use place value counters until they have a good
understanding of the value of each digit
➢ can tell you roughly what the answer will be. Ask them how they know. Being
able to make a sensible estimate is a sign that these learners have a good
understanding of multiplication of bigger numbers. Ask them to see if they
can use the grid method to multiply a single-digit number by a three-digit
number.

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 FOUNDATIONAL NUMERACY MODULE 5

In practice
Miss Marufu read this activity through carefully before she used it with her class.
She knew it was important that she understood the purpose of all the steps, so that
she could explain the activity clearly to her class. She realised that she needed to
use exactly the same diagrams as in the activity. If she changed steps, or left any
steps out, it would be more difficult for learners to understand what they were doing.
She made sure that learners were talking to each other during the activity to
practise their mathematical language, so that later on they could read and
understand problems set in real-life contexts.
The classroom was noisy. Learners were all talking about how to divide. This
pleased her very much because she knew her class was learning.

2.3: Multiplying two-digit by two-digit

numbers
Aim
When learners have a good understanding of previous activities, they extend their
understanding of the grid method and formal methods to multiplication of two-digit
by two-digit numbers. They develop an awareness of the size of the answer when
multiplying bigger numbers.

What the learners will do

Learners work in groups of up to six, taking turns to choose cards and put place
value counters in their grid. They use the grid to help them multiply two two-digit
numbers, writing the vertical calculation in their books as they do so. When they
feel confident to do so, they stop using the place value counters but continue to
use the grid to help them with the calculations.

Resources
You will need:
• at least 72 large place value counters to represent ‘ones’ and at least 60 to
represent ‘tens’
• something with which to stick counters on the board
• a collection of ‘tens’ and ‘ones’ place value counters for learners to use if
they do not have enough.
Each group of up to six learners will need:
• place value counters to represent ‘ones’ and ‘tens’ (ask each learner to take
ten ‘ones’ and ten ‘tens’)

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 FOUNDATIONAL NUMERACY MODULE 5

• somewhere to draw a grid – this could be on the classroom floor with chalk,
outside in the dust or on a large sheet of paper (Resource B Multiplication
grids, page 36)
• four sets of 2–6 number cards, mixed together in a pile (Resource C
Number cards, page 37)
• two number cards with ‘0’ written on (Resource C Number cards, page
37).
Each learner will also need:
• an exercise book and pen.
Activity
Learners should only progress to multiplying two-digit by two-digit numbers when
you are sure they are confident and accurate multiplying single-digit numbers by
two-digit and three-digit numbers.
Ask learners to copy you with their place value counters and grid as you talk
through the example below. Then provide all learners with the calculation 35 x 15.
Ask them to work through it in their groups. When all groups have completed the
calculation using place value counters and written what they have done, check
their working by doing the calculation together on the board.
After this, learners should have a good concept of the size of the product when two
two-digit numbers are multiplied. Tell them that if they feel confident to do so, they
can stop using the place value counters for the group work and just record the
steps in a grid and as a vertical calculation in their books.
1. Learner 1 turns over four
cards. They use these to
make two two-digit
numbers.
All learners write the
calculation in their books as
a vertical multiplication, so
the ‘tens’ of each number
are in the same column
below each other and the
‘ones’ of each number are in
the same column below
each other, lining up the two
numbers carefully beneath
each other.

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 FOUNDATIONAL NUMERACY MODULE 5

2. Learner 2 places the card for

the ‘tens’ digit of the first
number in the row below the
‘x’ in their grid. They put one
of the ‘0’ number cards next
to it to show the value of that
part of the number. In the
same column, they put the
‘ones’ card in the box below.

3. They put the ‘tens’ number

card of the second number
in the column to the right of
the ‘x’ on the grid and put ‘0’
next to it to show the value
of that part of the number.
They put the ‘ones’ number
card in the next column.

4. All learners draw a grid in

their books and write the
numbers in the correct
places.

5. Learner 3 puts ‘tens’ and

‘ones’ counters below the
numbers across the top of
the grid to represent the
number that is to be
multiplied.

6. Learner 4 points to the top

left-hand box and says, ‘In
this box I multiply __ by __.’
They put the correct number
of counters in the box.

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 FOUNDATIONAL NUMERACY MODULE 5

7. All learners write the

calculation in their books.

8. Learner 5 points to the box

below and says, ‘In this box
I multiply __ by __.’ They put
the correct number of
counters in the box.

9. All learners write the

calculation in their books.

10. Learners continue to take

turns to fill the boxes with the
correct number of counters.

11. Learners work through all

the boxes, writing in their
books at each stage.

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 FOUNDATIONAL NUMERACY MODULE 5

12. Learners all find the total

and write the answer
between the two lines at the
bottom of the vertical
calculation in their books.

Assessment
Learners should not attempt this activity until they have a very good understanding
of multiplying two-digit or three-digit numbers by single digits. When you notice
some learners are ready, you could use the activity with small groups while the rest
of the class continues to work with earlier activities.
Watch carefully as learners use the place value counters when working through
the examples. Give extra support to learners who find multiplying the ‘tens’ digits
difficult (they may not understand that the answer is likely to be in the hundreds).
Learners who seem to have understood the ‘grid method’ should be encouraged
to work without counters.

In practice
Mr Khumalo found that, when he taught learners the formal method for multiplying
two two-digit numbers, learners got in a muddle. They had so many steps to
remember that they didn’t always remember them correctly. Although there were
many steps in this activity, learners understood each one. They were able to work
out what to do next without having to memorise all the steps.
One thing that he found very interesting was that learners no longer offered him
answers that were too small e.g. 32 x 24 = 192. They used to get this incorrect
answer because they had multiplied 32 by 2 instead of by 20. Not only was their
work using the grid method more accurate, but – over time – learners knew what
size of answer to expect and were spotting their own mistakes.

I found that I had to explain to my learners that the

shape and size of the multiplication grid
depended on the size of the number to be
multiplied. Some of my learners thought that it
always had to be 2 x 1 or 2 x 2, and didn't know
what to do with the calculation 321 x 6!

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 FOUNDATIONAL NUMERACY MODULE 5

Unit 3: Dividing bigger numbers

Contents
Introduction ..........................................................................................................25
3.1: Using place value counters and a division chart ...........................................26
3.2: Dividing bigger numbers, including exchange ..............................................28
3.3: Solving real-life problems ..............................................................................32

Introduction
In this unit, learners are introduced to formal methods of division, including
exchange, with the support of place value counters. Learners are given the
opportunity to use multiplication and division to answer real-life problems.

Key words and phrases

➢ efficient method – a method by which learners get to the correct answer
quickly and accurately
➢ exchange – converting a number from one place value unit to another (for
example exchanging one ‘ten’ for ten ‘ones', or one ‘hundred’ for ten ‘tens’

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 FOUNDATIONAL NUMERACY MODULE 5

3.1: Using place value counters and a division

chart
Aim
This activity uses place value counters to introduce learners to the formal method
for division of bigger numbers, including remainders.

What the learners will do

Learners work in groups of four. They divide two-digit numbers by single-digit
numbers by putting place value counters into equal groups. They write the
calculation in the form of a division chart.

Resources
You will need:
• place value counters to represent ‘ones’ and ‘tens’
• something with which to stick place value counters on
the board
• to write the division calculations in Figure 1 on the
board. (These numbers have been chosen because
they do not require exchange from ‘tens’ to ‘ones’.)
Each group of four learners will need: Figure 1

• place value counters to represent ‘ones’ and ‘tens’

• somewhere to draw a division chart (Resource D Division charts, page
38). This could be on the classroom floor with chalk, outside in the dust, or
on a large sheet of paper.
Each learner will also need:
• an exercise book and pen.

Activity
Before learners work independently, draw a division chart (Resource D Division
charts, page 38) on the board and use the example below to demonstrate the
activity. Ask learners to copy each step using their place value counters and
division chart.
Next, ask learners to work in groups of four to answer the questions written on the
board.

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 FOUNDATIONAL NUMERACY MODULE 5

1. Learner 1 chooses a calculation from

the board, finds the correct number
cards and places them on the division
chart as shown. They say, ‘We are
dividing __ by __.’

2. All learners write the division

sentence in their books. 97 ÷ 3 =
3. Learner 2 puts the correct number of
‘tens’ and ‘ones’ below the number
cards on the division chart.

4. Learner 3 divides the ‘tens’ into equal

groups, saying, ‘I am dividing __
‘tens’ into equal groups of __. There
are __ groups.’

5. All learners draw a division chart

under the sentence in their books.
They write the answer to step 4 above
the line in the ‘tens’ column.
6. Learner 4 divides the ‘ones’ into equal
groups, saying, ‘I divide __ ‘ones’ into
equal groups of __. There are __
groups.’ If there are any left over, they
say how many.

7. All learners write the answer to step 6

above the line in the ‘ones’ column.
97 ÷ 3 = 32 r 1
They read the number sentence to
each other. ‘__ divided by __equals
__remainder__.’

The number cards and counters are taken off the division chart and learners choose
another question. Each learner takes a new role.

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 FOUNDATIONAL NUMERACY MODULE 5

Assessment
Listen carefully to learners as they do this activity. This will tell you a lot about how
well they understand the concept of division of bigger numbers and remainders.
Some learners will need a lot of experience of working with counters before they
are able to work without them. Only move on to Activity 3.2 when you are sure
learners are confident with the concepts introduced here.

In practice
Mrs Simango had thought that the formal method for division was straightforward.
She usually taught it to her learners without using place value counters. By the end
of the lesson, she found that many learners could remember how to do a division
calculation, but couldn't explain what they were doing. When she gave her class
division word problems, very few learners understood what they needed to do.
After using this activity, Mrs Simango found that most learners understood what
division meant, and could explain the meaning of all the numbers in the calculation.
She realised that counters helped learners to ‘see’ the calculation better. When
they understood what they were doing, they told her that they didn’t need counters
any more. However, she stored her counters carefully, as she could see that she
would need them again when learners started to work on the division of larger
numbers.

3.2: Dividing bigger numbers, including

exchange
Aim
This activity builds on Activity 3.1. It shows learners what to do when there is an
unequal number of groups of ten in the calculation.

What the learners will do

Learners work in groups of five. They divide two-digit numbers by single-digit
numbers, exchanging ‘tens’ for ‘ones’ when necessary. They write the calculation
in the form of a division chart, recording each step as they move place value
counters on the division chart.

Resources
You will need:
• place value counters to represent ‘ones’ and ‘tens’
• something with which to stick place value counters on the board.
Each group of learners will need:
• place value counters to represent ‘ones’ and ‘tens’
• two sets of 1–9 number cards (Resource C Number cards, page 37)

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 FOUNDATIONAL NUMERACY MODULE 5

• somewhere to draw a division chart (Resource D Division charts, page

38). This could be on the classroom floor with chalk, outside in the dust, or
on a large sheet of paper.
Each learner will also need:
• an exercise book and pen.

Activity
Before learners work independently, draw a division chart (Resource D Division
charts, page 38) on the board and use the example below to demonstrate the
activity. Ask learners to copy each step using their place value counters and
division chart.
After this, ask learners to work in groups.
1. Learner 1 turns over three cards.
They arrange them to make a two-
digit number and a single-digit
number. (If possible, they should
choose a number between 2 and 5 for
the single-digit number.) They
arrange the cards on the division
chart as shown. They say, ‘We are
dividing __ by __’.
2. All learners write the division
sentence in their books. 94 ÷ 4 =
3. Learner 2 puts the correct number of
‘tens’ and ‘ones’ below the number
cards on the division chart.

4. Learner 3 divides the ‘tens’ into equal

groups, saying, ‘I am dividing __
‘tens’ into equal groups of __. There
are __ groups. There is/are__ ten/s
left over.’

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 FOUNDATIONAL NUMERACY MODULE 5

5. Learner 4 exchanges each ‘ten’ that

is left over for ten ‘ones’. They say, ‘I
exchange__ ‘tens’ for __ ‘ones’.’

6. All learners draw a division chart

under the calculation in their books.
They write the number of groups of
‘ten’ above the line in the ‘tens’
column. They write the number of
‘tens’ they have exchanged beside
the digit in the ‘ones’ column to show
there are now 14 ‘ones’ in the ‘ones’
column.
7. Learner 5 divides the ‘ones’ into equal
groups, saying, ‘I divide __ ‘ones’ into
equal groups of __. There are __
groups.’ If there are any left over, they
say how many.

8. In their books, all learners write the

answer to step 7 above the line in the 94 ÷ 4 = 23 r2
‘ones’ column. They also write the
answer to the number sentence. They
read the number sentence to each
other. ‘__ divided by __equals
__remainder__.’

9. The number cards and counters are taken off the division chart and learners
repeat the process as often as time allows. Each learner takes a new role.

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 FOUNDATIONAL NUMERACY MODULE 5

Assessment
As they work in groups, notice and note learners who:
➢ begin dividing the ‘ones’ first – formal division is the only process that begins
on the left-hand side and so is confusing to some
➢ forget to exchange ‘tens’ for ‘ones’
➢ only exchange one ‘ten’, even if more than one ten is left over – learners
may be remembering exchange in subtraction where only one ‘ten’ is
exchanged
➢ think they always have to exchange or always have a remainder – these
learners are following a process rather than understanding the
mathematics; spend some time working with these learners in a small group,
encouraging them to explain what they are doing and why
➢ quickly and accurately predict the answer before they have worked through
the question with place value counters. Group these learners together and
ask them to answer questions without the place value counters. Some may
be ready to tackle three-digit by single-digit division, with and without
exchange.

In practice
Miss Sibanda had been using activities from the modules for some time and had
begun to think about the way in which they were written. Instructions for
demonstrating activities were always very precise. If learners were asked a
question, there was often only one correct answer, which was usually provided.
This made her feel confident that she was using the activity correctly. Her learners
always like getting the answer right.
However, she felt that she could treat learners’ ‘wrong’ answers differently. Instead
of searching for the ‘right’ answer by asking another learner, she began to ask
learners who offered incorrect answers questions such as:
➢ Can you tell me how you got that answer?
➢ Why do you think that?
➢ What made you decide to do it that way?
The first time she tried this, she found that it gave her a better understanding of
what the learner was thinking. Sometimes the learner had just made a mistake;
sometimes it was a misunderstanding that Miss Sibanda could correct. She
decided to ask her colleagues to help her to compile and share a bank of questions
that would help them to explore ‘wrong’ answers without making learners feel that
they had failed.

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 FOUNDATIONAL NUMERACY MODULE 5

3.3: Solving real-life problems

Aim
Learners connect their learning about multiplication and division with real-life
experiences.

Resources
You will need:
• a class ‘bank’ of counters and place value counters
• a multiplication square on the classroom wall (Resource A Multiplication
square, page 35)
• to prepare enough problem cards so each group of six learners can have
four.
Each group of six learners will need:
• four problem cards. These should be a mixture of multiplication and division
problems and use a variety of language (Resource E Multiplication and
division problems, page 39 – the problems are arranged so each row of
four problems has a mixture of multiplication and division questions and
uses a variety of language).
Each learner will also need:
• an exercise book and pen.

What the learners will do

Groups of six learners read their problem cards and decide whether they should
use multiplication or division to solve each of them. They choose one problem to
solve and work on it in pairs. When all the pairs in the group have finished, they
compare their answers. If the answers are different, they decide which is correct
and why.
Some learners may use place value counters and/or charts or grids to help them.

Activity
Make sure that there is at least one confident, accurate reader in each group of six
learners, so that difficulties in reading do not stop learners from being able to solve
the problems.
Before they begin, tell learners that they can use:
➢ any method they like to solve the problems
➢ drawings or jottings in their books or on scrap paper
➢ the multiplication square in their books or the one on the classroom wall
➢ the class set of counters and place value counters.
Remind them that the most efficient method might be different for each problem.

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 FOUNDATIONAL NUMERACY MODULE 5

1. As a group, learners read the problem cards one at a time. They decide together
which ones can be solved using multiplication, and which ones need division.
2. They decide together which problem they will work on first.
3. Learners work in pairs to solve the problem. Each pair may use a different
method, or they may all use the same method.
4. When all three pairs of learners have solved the problem, they compare their
work and explain how they found the answer. If the answers are different, they
must decide, together, which answer is right and why.
5. The group picks another card and repeats steps 2–4. If they worked with a
division problem first, the next one should be a multiplication problem and vice
versa.
Towards the end of the session, ask four pairs of learners who were using effective
strategies to show the class how they answered their problems. Draw attention to
the wide variety of words that are used for multiplication and division problems.

Assessment
As learners work in pairs, notice and note the resources and strategies that they
use when solving different types of problems. If you notice that a number of your
learners are finding a particular concept difficult (particularly the comparison
multiplication problems, for example ‘3 times as many’), stop the class and talk
through one of the problems together.

In practice
Miss Mudenda didn’t use this activity until her learners were efficiently answering
multiplication and division questions written in numbers.
She found that some learners were having difficulty reading the problems. She
decided to talk to her colleague, Mrs Mlilo, to see whether her experience was the
same.
Both teachers agreed that learners’ literacy skills were holding back their numeracy
learning. Some learners could not read the words in the questions. Others could
read the words out loud, but did not know what they meant. Another group could
read the problem, but did not know what they had to do to answer it.
They decided that, before doing this activity again, they would use a literacy lesson
to explore the words in the questions. They thought they might try:
➢ looking through all the problems and identifying words that might be difficult,
then writing these on the board and explaining what they mean
➢ putting learners in small, mixed-attainment groups that included at least one
higher-attaining reader, to read some of the questions together, until
everyone in the group could read the questions aloud
➢ asking learners, in the same groups, to discuss the meaning of any
unfamiliar words in the questions.

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 FOUNDATIONAL NUMERACY MODULE 5

They wondered whether other teachers had the same problem. They decided to
ask colleagues about this at their next TPD meeting and to share their strategies
for overcoming the problem.

Reflection
When you have completed this module, and used the activities in class, reflect on
what you have learned from it. You can do this by yourself, but, if you have the
opportunity, it is better to do so with other teachers in your school or cluster.
Perhaps you can meet after school or set up a WhatsApp group to work with
teachers some distance away.
By the end of Module 5, you and your learners will have taken part in many
activities that have enabled your learners to understand the nature of numbers and
the operations of addition, subtraction, multiplication and division.
Along the way, you will have noticed errors made by learners. Some of these may
be simple mistakes in calculation. Others may be misconceptions – errors based
on faulty thinking. Misconceptions, if not addressed as they occur, can prevent
learners from making further progress with their numeracy learning.
➢ Think about three wrong answers that learners have given you recently.
Were they mistakes or misconceptions? If misconceptions, how did you
convince the learner that their thinking was incorrect?
➢ If you were supporting a trainee teacher, what advice would you give them
on the effective teaching of multiplication and division?
➢ As a result of reading this module, will you make any changes to the way in
which you teach formal methods of multiplication and division? If so, what
will you do differently?

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 FOUNDATIONAL NUMERACY MODULE 5

Resources
Resource A Multiplication square

(Shading not necessary, but may help learners follow the rows and columns.)

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 FOUNDATIONAL NUMERACY MODULE 5

Resource B Multiplication grids

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 FOUNDATIONAL NUMERACY MODULE 5

Resource C Number cards

You can make these cards by cutting a sheet of paper as shown and writing the
numbers on the pieces, or you can cut up old cardboard boxes and write the
numbers on those. Each card should be about 6 cm x 4 cm.

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 FOUNDATIONAL NUMERACY MODULE 5

Resource D Division charts

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 FOUNDATIONAL NUMERACY MODULE 5

Resource E Multiplication and division problems

Harriet has 28 Charity walks 7 65 pencils are Mr Chandra has 7
cookies. She puts kilometres every shared between 5 cows. Mr Ncube
them on 4 plates. day. How many classes. How has 3 times as
How many cookies kilometres does many pencils does many. How many
are on each plate? she walk in 5 each class get? does Mr Ncube
days? have?
A baker packs 42 Mrs Dube asks Simba has 2 7 children share 84
cakes in boxes of some children to sisters. Chipo has apples. How many
6. How many put chairs into 8 3 times as many apples do they get
boxes does she rows of 6. How sisters as Simba. each?
need? many chairs do How many sisters
they need? does Chipo have?
There are 30 Lois walks 5 3 chickens lay 27 Bus tickets cost $9.
learners in the kilometres to eggs in a month. How much are 6
class. 6 learners sit school. Tembi How many eggs tickets?
at each table. How walks 3 times as do they each lay?
many tables are far as Lois. How far
needed? does Tembi walk?
How many legs are It costs $8 to catch A teacher cuts a Grandfather sold a
there on 32 a bus to town. It watermelon into goat for $36 and
donkeys? costs 3 times more 24 pieces. She gave the money to
to get a taxi. How gives 3 pieces to his 6 grandchildren.
much is a taxi? each learner. How How much money
many learners get did they each get?
watermelon?
There are 56 28 learners sit on 7 Tinashe brings 6 There are 18
children in each benches. How counters to donkeys. 3 donkeys
class of a school many learners are school. Beautiful pull each cart. How
with 6 classes. on each bench? brings 4 times as many carts are
How many children many. How many there altogether?
are there counters does
altogether? Beautiful bring?
Mlindeli has 5 Onions are sold for Cookies are sold Daniel shares 24
goats. He has 4 $2 per bag. How in packs of 28. In fish equally
times as many many bags can I one day, 7 packs between 4 ponds.
chickens. How buy with $12? of biscuits are How many fish are
many chickens sold. How many in each pond?
does he have? cookies are sold in
7 days?
Beauty breaks an If a family eats 6 There are 2 shops Mercy plants 64
orange into 15 bananas every in our village. The seeds in rows of 8.
segments and day, how many next village has 3 How many rows will
shares them bananas do they times more shops she have
equally between eat in 7 days? than our village. altogether?
her 5 friends. How How many shops
many segments do they have?
does each friend
get?

Each row has a mixture of multiplication and division problems and uses a variety
of language. One row can be given to each group of learners.

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 FOUNDATIONAL NUMERACY MODULE 5

Acknowledgements
Except for third-party materials and otherwise stated, this content is made available
under a Creative Commons Attribution-ShareAlike licence. You are free to use,
adapt and reuse this material as long as you credit this source appropriately. For
more information visit
https://creativecommons.org/licenses/by-sa/4.0/
Grateful acknowledgement is made to the following sources:
Cover photos © World Vision Zimbabwe and not included in the Creative Commons
license.
Partner logos are not included in the Creative Commons license.
Every effort has been made to contact copyright holders. If any have been
inadvertently overlooked, the publishers will be pleased to make the necessary
arrangements at the first opportunity.

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