Primary 2 Maths: Multiplication and Division — Tutor Lesson Plan (arrays, tables, remainders)

2026-10-27

Tutor lesson-prep guides · Primary maths

Multiplication means “how many groups, how many in each”. Division asks the same question backwards. Meaning first, tables second.

Objectives — the student can explain multiplication with an array, recall the 2, 5 and 10 tables, and divide with a remainder written correctly.

01 Prerequisites (3-minute check)

If any of these fails, fix it before the lesson starts.

Skill	Quick check	Pass mark
Repeated addition	4 + 4 + 4	12
Counting in steps	Count in 5s to 50	No gaps
Subtraction	17 − 5 − 5	7

02 Lesson flow (40 minutes)

Time	Stage	Tutor does	Student does
0-6 min	Arrays	Make 3 rows of 4	Count 12 and say “three fours”
6-16 min	Tables	Show 2, 5 and 10 patterns	Recite 2 and 5
16-26 min	Division meaning	12 shared into 3 groups	Answer 4 and write 12 ÷ 3 = 4
26-34 min	Remainders	17 ÷ 5 = 3 remainder 2	One alone
34-37 min	Fix errors	Board a remainder bigger than the divisor	Name the problem
37-40 min	Exit check	Three questions marked at once	Finish alone

03 Teaching script (read it out)

Scene 1: Multiplication is groups

Three rows of four make twelve.
Written as 4 + 4 + 4 or as 3 × 4: multiplication is repeated addition.

Student says “three groups of four”.

Scene 2: Division asks it backwards

Twelve counters in groups of four make three groups: 12 ÷ 4 = 3.
Twelve shared into three groups gives four each: 12 ÷ 3 = 4.

Student answers both readings for one array.

Scene 3: Remainders stay below the divisor

17 ÷ 5: 5 × 3 = 15, two left, so 3 remainder 2.
A remainder of 5 or more means another group was possible.

Check: 5 × 3 + 2 = 17.

04 Question types and worked steps

Type	Example	Steps	Answer
Multiplication	3 × 4	Three groups of four	12
Division by grouping	12 ÷ 4	How many groups	3 groups
Division by sharing	12 ÷ 3	How many each	4
Remainder	17 ÷ 5	5 × 3 = 15, remainder 2	3 r 2

Sanity check (teach this): A remainder is always smaller than the divisor, and a product is never smaller than either factor except when multiplying by 0 or 1.

05 Independent practice (3 questions)

Question	Answer	What to watch
7 × 8	56	Table recall
45 ÷ 5	9	Using the table backwards
23 ÷ 4	5 r 3	Remainder below the divisor

06 Common mistakes and what to say

Mistake	Student writes	Say this
Multiplication and division mixed	12 ÷ 3 = 36	Division splits, so the answer gets smaller.
Remainder too big	17 ÷ 5 = 2 r 7	The remainder must be below 5.
Table slip	7 × 8 = 54	7 × 7 = 49, add 7 more.
Columns misplaced	23 ÷ 4 written as 50	The quotient belongs in the units column.

07 Homework (paper, section and question numbers)

Primary 2 first-term paper — Section A, questions 1 to 8
Primary 2 second-term paper — Section A, questions 9 to 12

08 Exit check (last 5 minutes)

Question	Answer	Decision
7 × 8	56	All right: move to fractions
45 ÷ 5	9	One wrong: re-drill that table
23 ÷ 4	5 r 3	Two wrong: repeat the array work

09 Tutor FAQ

All tables at once?

No: 2, 3, 4, 5 and 10 in Primary 2, the rest in Primary 3.

Explain why 0 cannot be a divisor?

Just state it at this level.

Do remainder word problems appear?

Yes, usually “how many left over”, with both the quotient and remainder required.

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A TutorZone lesson-prep guide. Written by the TutorZone team; questions and lesson flow are original and are not taken from any school or publisher material.