Why separate "how many groups" from "how many in each"?

The same division sentence can be read two ways. 20 ÷ 4 = 5 can mean four groups of five, or groups of four making five groups; deciding which one is being asked is what stops a word problem being set up with the wrong numbers.

Why must a remainder be smaller than the divisor?

If the remainder is the divisor or more, another group could still be made, so the quotient is not finished. 34 ÷ 4 answered as 7 remainder 6 shows exactly that, and the right answer is 8 remainder 2.

Primary 2 Maths: Multiplication and Division — Practice Paper 4 (10 Questions)

2026-10-29

Tutor Prep Guide · Primary Maths

Paper 4 stays on the 4, 5 and 10 times tables: an array first to pin down “how many groups, how many in each”, then the 5 and 10 tables and a double of a double, two divisions worked back from table facts, a remainder, bagging sweets ten at a time, and a final item on the remainder that is bigger than the divisor.

Quick answer　10 questions, about 20 minutes. Items 01 to 04 are an array and the 4, 5 and 10 times tables, items 05 to 07 are division from table facts with one remainder, items 08 and 09 are bagging sweets and one product giving two divisions, 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)

FoundationFour rows of 5 counters. How many altogether? Write the multiplication.
FoundationWork out: 5 × 8
FoundationWork out: 10 × 8
FoundationWork out: 4 × 4
IntermediateWork out: 32 ÷ 4
IntermediateWork out: 80 ÷ 10
IntermediateWork out 47 ÷ 5 and give the quotient and remainder.
Challenge68 sweets go into bags of 10. How many full bags, and how many sweets are left?
ChallengeGiven 4 × 5 = 20, write the two related divisions and say what each one asks.
Error redoWork out: 34 ÷ 4 (common slip: answering 7 remainder 6, a remainder larger than the divisor)

03　Answers and one-line notes

#	Answer	One-line note
1	4 × 5 = 20 counters	Four rows of 5 is four 5s: 5 + 5 + 5 + 5 = 20, and 20 ÷ 4 = 5 takes it back.
2	40	The 5 times table goes up by 5, so the eighth entry is 40, and an even number times 5 always ends in 0.
3	80	Multiplying by 10 puts a zero on the end, so 8 becomes 80, and 80 ÷ 10 = 8 goes back.
4	16	4 × 4 is two 4s plus another two 4s: 8 + 8 = 16, a double of a double.
5	8	Ask “4 times what makes 32”: 4 × 8 = 32, so the answer is 8 with nothing left over.
6	8	Dividing by 10 removes the final zero, so 80 becomes 8, and 8 × 10 = 80 checks it.
7	9 remainder 2	5 × 9 = 45 and 47 − 45 = 2, so 9 remainder 2. The 2 is below 5 as it must be, and 5 × 9 + 2 = 47 checks it.
8	6 bags with 8 left	10 × 6 = 60 and 68 − 60 = 8, so 6 bags with 8 left; two more sweets would fill a 7th bag.
9	20 ÷ 4 = 5 (sharing into 4 groups, how many each) and 20 ÷ 5 = 4 (5 in each group, how many groups)	One product answers two questions: 20 shared into 4 groups is 5 each, and 20 in fives makes 4 groups; 5 × 4 = 20 checks it.
10	8 remainder 2	4 × 8 = 32 and 34 − 32 = 32, so the answer is 8 remainder 2. A remainder of 6 is bigger than 4, which means another group could still be made; 4 × 8 + 2 = 34 checks it.

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.

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