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Primary 2 Maths: Multiplication and Division — Practice Paper 2 (10 Questions)
Primary 2 Maths: Multiplication and Division — Practice Paper 2 (10 Questions)
Paper 2 follows the lesson plan: arrays for “how many groups, how many in each”, the 4, 5 and 10 times tables, division with a remainder, and the two meanings of a division. Item 10 redoes a remainder larger than the divisor.
Quick answer 10 questions, about 20 minutes. Items 01 to 04 are array meaning and table facts, items 05 to 07 are the 5 times table and division with a remainder, items 08 and 09 are the two sharing questions, and item 10 redoes the oversized remainder.
01 Paper details (check answers afterwards)
| Item | Detail |
|---|---|
| Questions | 10 questions |
| Suggested time | 20 minutes |
| Difficulty mix | Foundation 4 · Intermediate 3 · Challenge 2 · Error redo 1 |
| Chapter | Chapter: Primary 2 Maths: Multiplication and Division — Tutor Lesson Plan |
| Level | Primary 2 |
02 Questions (10 items)
- FoundationThree rows of 5 counters. How many altogether? Write the multiplication.
- FoundationWork out: 6 × 4
- FoundationWork out: 10 × 9
- FoundationWork out: 36 ÷ 4
- IntermediateWork out: 40 ÷ 5
- IntermediateWork out: 8 × 5
- IntermediateWork out 27 ÷ 5 and give the quotient and remainder.
- Challenge45 sweets, 6 to each person. How many people can be served, and how many sweets are left?
- Challenge24 sweets are shared equally among 4 children. How many each? If instead you put 4 sweets in each bag, how many bags?
- Error redoWork out: 38 ÷ 5 (common slip: answering 6 remainder 8, a remainder larger than the divisor)
03 Answers and one-line notes
| # | Answer | One-line note |
|---|---|---|
| 1 | 3 × 5 = 15 counters | Three rows of 5 is three 5s: 5 + 5 + 5 = 15. |
| 2 | 24 | 6 × 4 is four 6s: 6 + 6 + 6 + 6 = 24; 4 × 6 gives the same answer. |
| 3 | 90 | Multiplying by 10 puts a zero on the end: 9 becomes 90. |
| 4 | 9 | Ask “4 times what makes 36”: 4 × 9 = 36, so the answer is 9 with no remainder. |
| 5 | 8 | 5 × 8 = 40, so 40 ÷ 5 = 8, and 8 × 5 = 40 checks it. |
| 6 | 40 | 8 × 5 is eight 5s, the same as four 10s: 40. The 5 times table goes up by 5, so the eighth number is 40. |
| 7 | 5 remainder 2 | 5 × 5 = 25 and 27 − 25 = 2, so 5 remainder 2. The 2 is smaller than 5 as it must be, and 5 × 5 + 2 = 27 checks it. |
| 8 | 7 people with 3 left | 6 × 7 = 42 and 45 − 42 = 3, so 7 people with 3 left; 6 × 8 = 48 is past 45, so an eighth person cannot be served. |
| 9 | 6 each; 6 bags | 24 ÷ 4 = 6. “Four groups” and “four in each bag” happen to use the same number here, so both answers are 6, but the questions mean different things. |
| 10 | 7 remainder 3 | 5 × 7 = 35 and 38 − 35 = 3, so 7 remainder 3. A remainder of 8 means another 5 can still come out, so the sharing is not finished. |
04 What to do after marking
- After marking, redo only the wrong items and write down which step went wrong (formula, unit, or misread number).
- Repeat the same item two days later; move to the next paper only when both attempts are correct.
- Parents only need the answer and note columns; there is no need to explain every item.
Questions and answers are written originally by the TutorZone team and are not taken from any school, publisher or examination authority paper. Every value is checked by computer.
