You will learn
- Recall division facts from the times tables.
- Divide by 2, 3, 4, 5 and 10 quickly.
- Divide by 6, 7, 8 and 9 using multiplication.
- Fill missing facts.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Use the times table to divide.
- Recall 2, 3, 4, 5 and 10 quickly.
- For 6 to 9, think of the multiplication.
- Fill the missing facts.
Words to know
A sentence like 27 ÷ 3 = 9.
A list of multiplication facts.
The answer to a division.
The number we divide by.
1. Discover: fast division
You know your 9 times table. How can that help you answer 81 ÷ 9 fast?
2. Understand: division facts
Think of the times table backwards. For 27 ÷ 3, ask: 3 times what is 27? 3 × 9 = 27, so 27 ÷ 3 = 9.
40 ÷ 8 = 5 (8 × 5). 36 ÷ 6 = 6. 56 ÷ 7 = 8. 81 ÷ 9 = 9.
Practise a few facts every day until you know them by heart.
Idea 1: Recall
24 ÷ 4 = 6 because 4 × 6 = 24. 35 ÷ 5 = 7.
Idea 2: Bigger divisors
48 ÷ 6: think 6 × ? = 48. 6 × 8 = 48, so 8.
Idea 3: Hard facts
63 ÷ 9 = 7 and 56 ÷ 8 = 7.
Why use the table? Division facts are times-table facts in reverse.
3. Worked examples
Example 1 (I show you): ÷4
24 ÷ 4 = ?
- 4 × ? = 24.
Answer: 6
Example 2 (We do it together): ÷6
48 ÷ 6 = ?
- 6 × ? = 48.
Answer: 8
Example 3 (You try): ÷9
63 ÷ 9 = ?
Show the steps and answer
- 9 × ? = 63.
Answer: 7
Did you know?
The number we divide by is the divisor. The answer is the quotient.
Why this matters
Fast division facts help with fractions and measures.
4. Explore: facts backwards
You need paper and a pencil.
- Write 27 ÷ 3 and ask 3 × ? = 27.
- Do the same for 40 ÷ 8.
- Do 56 ÷ 7 and 81 ÷ 9.
- Quiz a partner.
Think about it: what did you notice?
9, 5, 8, 9.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I know ___ × ___ = ___.
- So ___ ÷ ___ = ___.
- The quotient is ___.
- The divisor is ___.
Guided practice
Question 1. 27 ÷ 3?
9.
Question 2. 40 ÷ 8?
5.
Question 3. 56 ÷ 7?
8.
Independent practice
Level 1: Start
- 24 ÷ 4
- 35 ÷ 5
- 48 ÷ 6
- 63 ÷ 9
- 56 ÷ 8
Level 2: Grow
- 18 ÷ 3
- 30 ÷ 10
- 32 ÷ 4
Level 3: Stretch
- 49 ÷ 7
- 72 ÷ 8
- Ama says 63 ÷ 9 = 6. Check it.
Answers are in the answer key below. Try first, then check.
6. Apply: everyday mathematics
63 mangoes are packed in boxes of 9. How many boxes?
Show a sample answer
7 boxes.
Another one. 48 pupils are put into 8 equal teams. How many are in each team?
Show a sample answer
6 pupils
7. Common mistakes
Fix: Both are 8 and 7; check by multiplying.
Fix: Use the matching multiplication fact.
Fix: The biggest number comes first.
8. Lesson summary and revision card
- I can recall division facts.
- I can divide by 2, 3, 4, 5 and 10.
- I can divide by 6, 7, 8 and 9.
- I can fill missing facts.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Use the table backwards.
- Check by multiplying.
- Practise facts often.
11. Next lesson
Next lesson: Division using arrays. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- 24 ÷ 4 = ? [1 mark]
- 35 ÷ 5 = ? [1 mark]
- 48 ÷ 6 = ? [1 mark]
- 63 ÷ 9 = ? [1 mark]
- Kofi says 56 ÷ 8 = 8. Check by multiplying. [3 marks]
Total: 7 marks.
Marking guide and model answers
- 6 [1]
- 7 [1]
- 8 [1]
- 7 [1]
- 8 × 8 = 64 [1], not 56 [1]. The answer is 7 [1].
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- 24 ÷ 4
- 35 ÷ 5
- 48 ÷ 6
- 63 ÷ 9
- 56 ÷ 8
- 27 ÷ 3 =
- 40 ÷ 8 =
- 36 ÷ 6 =
- 56 ÷ 7 =
- 81 ÷ 9 =
Homework
Practise ten division facts with a family member.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 24 ÷ 4 | 6 | 2 |
| 35 ÷ 5 | 7 | 2 |
| 48 ÷ 6 | 8 | 2 |
| 63 ÷ 9 | 7 | 2 |
| 56 ÷ 8 | 7 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 6; 2 7; 3 8; 4 7; 5 7.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.
Extra worksheet answers (items 6 onward): 6 9; 7 5; 8 6; 9 8; 10 9.
Independent practice answers. Level 1: 1 6; 2 7; 3 8; 4 7; 5 7. Level 2: 1 6; 2 3; 3 8. Level 3: 1 7; 2 9; 3 6 × 9 = 54, not 63. The answer is 7..
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Recall division facts from the times tables | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Divide by 2, 3, 4, 5 and 10 quickly | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Divide by 6, 7, 8 and 9 using multiplication | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Fill missing facts | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Mixing up 56 ÷ 7 and 56 ÷ 8. Both are 8 and 7; check by multiplying.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Skip count to the total and count the jumps.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child recalls division facts using the times tables. You do not need to be good at mathematics to help.
- Quiz each other: “what times what is 36?”
- Ask: which times table helps?
- Use flashcards.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: recall division facts from the times tables; divide by 2, 3, 4, 5 and 10 quickly; divide by 6, 7, 8 and 9 using multiplication; fill missing facts.
Prerequisite knowledge. Lessons 1 to 3; times tables.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper and a pencil. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which multiplication gives this number? What is the quotient?
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Mixing up 56 ÷ 7 and 56 ÷ 8. Both are 8 and 7; check by multiplying.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 7-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Skip count to the total and count the jumps. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for Mathematics (official site): Grade 3 » Operations & Algebraic Thinking; Grade 3 » Number & Operations in Base Ten. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core 3.OA.C.7 (fluency); Cambridge Primary Mathematics Stage 3 (division facts). These sources informed the lesson.