Multiplication of Whole Numbers Less Than or Equal to 50 and Quantitative Reasoning for Primary 4

Class: Primary Four
Term: Second Term
Week: 1
Age: 9 years
Duration: 45 minutes
Subject: General Mathematics
Curriculum Theme: Basic Operations
Focal competence: Multiplying whole numbers with sum less than 50
Key competencies/values: ICT and Digital Competencies
Skills:

• Using multiplication bingo or mastery tools to solve multiplication problems

Previous Lesson: Second Term General Mathematics Examination
Topic: Multiplication
Subject Matter: Multiplication of whole numbers less than or equal to 50, quantitative reasoning

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Multiply whole numbers less than or equal to 50.
• Solve quantitative aptitude problems involving multiplication of numbers.

Psychomotor Domain

• Demonstrate the steps for multiplying two-digit numbers.
• Apply multiplication skills to solve practical quantitative reasoning tasks.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary Mathematics for Nigerian Schools, Book 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts displaying multiplication tables
• Number cards (e.g., cards with numbers 1-50)
• Flash cards with simple multiplication facts
• Cardboard for writing larger numbers
• Multimedia applications (if available, for interactive practice)

Rationale for the Lesson

This lesson is important because multiplication is a fundamental arithmetic operation essential for everyday calculations and advanced mathematical concepts. It helps pupils develop problem-solving skills and logical thinking through quantitative reasoning, which are valuable in various real-life situations.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of multiplication as repeated addition and can recall simple multiplication facts up to 12 x 12.

Lesson Content/Board Summary

Multiplication of Whole Numbers Less Than or Equal to 50 and Quantitative Reasoning

Multiplication of Whole Numbers

Multiplication is a quick way of doing repeated addition. When we multiply, we are finding the total number of items in equal groups.

To multiply whole numbers, we usually arrange the numbers vertically and multiply digit by digit, starting from the rightmost digit.

Example 1

Question: Multiply (15) by (3).

Solution:

Step 1: Arrange the numbers vertically.

( begin{array}{c} phantom{x}15 \ times phantom{x}3 \ hline end{array} )

Step 2: Multiply the ones digit ((5)) by (3).

(5 times 3 = 15). Write down (5) and carry over (1).

( begin{array}{c} phantom{x^1}15 \ times phantom{x}3 \ hline phantom{x}5 \ end{array} )

Step 3: Multiply the tens digit ((1)) by (3) and add the carried-over (1).

(1 times 3 = 3). Add the carried-over (1): (3 + 1 = 4). Write down (4).

( begin{array}{c} phantom{x^1}15 \ times phantom{x}3 \ hline 45 \ end{array} )

Answer: (45)

Example 2

Question: Find the product of (24) and (2).

Solution:

Step 1: Arrange the numbers vertically.

( begin{array}{c} phantom{x}24 \ times phantom{x}2 \ hline end{array} )

Step 2: Multiply the ones digit ((4)) by (2).

(4 times 2 = 8). Write down (8).

( begin{array}{c} phantom{x}24 \ times phantom{x}2 \ hline phantom{x}8 \ end{array} )

Step 3: Multiply the tens digit ((2)) by (2).

(2 times 2 = 4). Write down (4).

( begin{array}{c} phantom{x}24 \ times phantom{x}2 \ hline 48 \ end{array} )

Answer: (48)

Checking Method for Multiplication

To check multiplication, you can use division. If (A times B = C), then (C div B = A) or (C div A = B).

For example, to check (15 times 3 = 45), you can do (45 div 3). If the answer is (15), then the multiplication is correct.

Quantitative Reasoning Involving Multiplication

Quantitative reasoning involves using numbers and mathematical operations to solve problems or find patterns. When solving quantitative reasoning problems involving multiplication, look for the rule or pattern that connects the numbers.

Example 1 (Quantitative Reasoning)

Question: Complete the sequence: (2, 4, 8, ______, 32).

Solution:

Step 1: Identify the relationship between the given numbers.

(2 times 2 = 4)

(4 times 2 = 8)

The pattern is to multiply the previous number by (2).

Step 2: Apply the rule to find the missing number.

(8 times 2 = 16)

Step 3: Check the next number in the sequence.

(16 times 2 = 32). This matches the given number.

Answer: (16)

Example 2 (Quantitative Reasoning)

Question: If ( begin{array}{|c|c|} hline 3 & 9 \ hline end{array} ) and ( begin{array}{|c|c|} hline 5 & 15 \ hline end{array} ), then ( begin{array}{|c|c|} hline 7 & ______ \ hline end{array} ).

Solution:

Step 1: Find the relationship between the numbers in the first box.

(3 times 3 = 9)

Step 2: Check if the same relationship applies to the second box.

(5 times 3 = 15). Yes, the rule is to multiply the first number by (3).

Step 3: Apply the rule to the third box to find the missing number.

(7 times 3 = 21)

Answer: (21)

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Revision/Engagement

Teacher’s Activity: The teacher greets the pupils and revises basic multiplication facts using flash cards and asking questions like, “What is 4 times 5?” or “If you have 3 groups of 6 oranges, how many oranges do you have in total?”. The teacher then introduces the topic: Multiplication of whole numbers less than or equal to 50 and quantitative reasoning.

Pupils’ Activity: Pupils respond to the teacher’s greetings and questions, recalling multiplication facts. They listen attentively to the introduction of the new topic.

Learning Point: Recalling multiplication facts

Step 2: Understanding Multiplication of Whole Numbers

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains multiplication as repeated addition and demonstrates how to multiply a two-digit number by a single-digit number, ensuring the product is less than or equal to 50. The teacher uses number cards and a chart for clear visual representation, modelling Example 1 from the Board Summary.

Pupils’ Activity: Pupils observe the teacher’s demonstration and ask questions for clarification. They follow the steps as the teacher explains.

Learning Point: Multiplication process demonstrated

Step 3: Guided Practice in Multiplication

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher provides another multiplication problem (e.g., (12 times 4)) and guides pupils to solve it step-by-step on the board. The teacher encourages pupils to participate in each step, asking them what to do next. The teacher also introduces the checking method using division.

Pupils’ Activity: Pupils actively participate in solving the problem on the board, offering answers and explaining steps. They practice the checking method.

Learning Point: Guided multiplication practice

Step 4: Introduction to Quantitative Reasoning

Time: 6 minutes

Teaching Skill: Explanation/Problem Solving

Teacher’s Activity: The teacher explains what quantitative reasoning is, emphasizing finding patterns and rules. The teacher presents a simple quantitative reasoning problem involving multiplication (e.g., Example 1 from the Board Summary) and guides pupils to identify the rule.

Pupils’ Activity: Pupils listen to the explanation of quantitative reasoning and try to identify patterns in the given examples.

Learning Point: Quantitative reasoning concept

Step 5: Solving Quantitative Reasoning Problems

Time: 6 minutes

Teaching Skill: Application/Problem Solving

Teacher’s Activity: The teacher presents another quantitative reasoning problem involving multiplication (e.g., Example 2 from the Board Summary) and guides pupils through the steps to solve it. The teacher encourages pupils to explain their reasoning.

Pupils’ Activity: Pupils work individually or in pairs to solve the quantitative reasoning problem, explaining their thought process.

Learning Point: Applying multiplication in quantitative reasoning

Step 6: Individual Practice and Reinforcement

Time: 4 minutes

Teaching Skill: Individual Practice

Teacher’s Activity: The teacher gives pupils two quick practice problems: one multiplication problem (e.g., (16 times 3)) and one quantitative reasoning problem, to solve in their exercise books. The teacher walks around to provide support and check their work.

Pupils’ Activity: Pupils solve the practice problems independently in their notebooks.

Learning Point: Independent problem-solving practice

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Multiply (13 times 4).
2. If the pattern is (5, 10, 15, ______, 25), what is the missing number?
3. How do you check your multiplication answer?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing multiplication and reasoning skills

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on multiplication and quantitative reasoning into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key points of the lesson, reminding pupils that multiplication is a fast way of adding equal groups and that quantitative reasoning helps them find patterns. The teacher encourages them to practice regularly.

Pupils’ Activity: Pupils listen and reflect on the lesson’s main points.

Learning Point: Lesson summary and reinforcement

Continuous Assessment/Further Study

Type: Homework

Instruction: Solve the following problems in your mathematics notebook:

1. Multiply (23 times 2).
2. What is (14) multiplied by (3)?
3. Complete the quantitative reasoning pattern: (3, 6, 12, ______, 48).
4. If ( begin{array}{|c|c|} hline 2 & 8 \ hline end{array} ) and ( begin{array}{|c|c|} hline 4 & 16 \ hline end{array} ), then ( begin{array}{|c|c|} hline 6 & ______ \ hline end{array} ).

Lesson Keywords

• Multiplication – A mathematical operation where a number is added to itself a number of times.
• Whole numbers – Numbers without fractions or decimals (0, 1, 2, 3…).
• Product – The result of multiplying two or more numbers.
• Quantitative reasoning – The ability to understand and use numerical data to solve problems.
• Pattern – A regular, repeated arrangement or sequence.

Differentiation

For weaker learners, provide additional practice with simple multiplication facts using flash cards and one-on-one guidance during guided practice. For faster learners, challenge them with slightly more complex quantitative reasoning problems or introduce multiplication of three-digit numbers by a single digit, ensuring the product remains within the lesson’s scope.

Suggested Lesson Videos

Search on YouTube for: “Primary 4 multiplication of whole numbers” or “Quantitative reasoning multiplication primary school”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have your multiplication charts, number cards, and flash cards ready. Begin by quickly reviewing basic multiplication facts to activate prior knowledge. When teaching multiplication of whole numbers, demonstrate the vertical method clearly, emphasizing carrying over digits. For quantitative reasoning, guide pupils to first identify the rule or pattern before applying it. Encourage active participation throughout the lesson, asking pupils to explain their steps and reasoning. During the individual practice, monitor pupils closely and provide immediate feedback. Allow pupils to copy the Board Summary notes after the main teaching and practice activities, typically during Step 8. Conclude by reiterating the importance of multiplication in daily life and for solving problems.