Money Operations, Multiplication, Division and Everyday Transactions for Primary 4

Class: Primary 4
Term: Second Term
Week: 9
Age: 9 years
Duration: 45 minutes
Subject: General Mathematics
Curriculum Theme: Mensuration
Focal competence: Multiplying and dividing money for daily transactions
Skills:

• Solving transactional problems involving money

Previous Lesson: Addition and Subtraction of Money in Daily Transactions and Quantitative Reasoning
Topic: Money: Multiplication And Division
Subject Matter: Multiplying and dividing money by whole numbers, applying the four operations to transactions

Specific Objectives

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

Cognitive Domain

• Multiply money by a whole number.
• Divide money by a whole number.
• Relate the four basic operations on money to buying and selling in real life.
• Solve quantitative reasoning problems involving addition and subtraction of money.

Affective Domain

• Appreciate the need for correct multiplication and division of money in real life transactions.

Psychomotor Domain

• Accurately perform multiplication and division calculations with money.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• New General Mathematics for Primary Schools 4 by M. A. Ohu, A. O. Kalejaiye, et al.
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Real money (Naira notes and Kobo coins)
• Model of money (play money)
• Charts showing multiplication and division problems involving money
• Counters
• Counting blocks
• Price lists for various items

Rationale for the Lesson

This lesson is important because it equips pupils with essential mathematical skills for managing money in everyday situations. Understanding how to multiply and divide money correctly helps them make informed decisions when buying multiple items, sharing costs, or budgeting. These skills are fundamental for financial literacy and practical life applications.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of whole number multiplication and division, as well as addition and subtraction of money from previous lessons.

Lesson Content/Board Summary

Money: Multiplication And Division

Multiplication of Money

Multiplying money by a whole number is used when you want to find the total cost of several identical items or the total amount for repeated payments. It is similar to multiplying whole numbers, but you must remember to place the decimal point correctly to separate Naira and Kobo.

Rule: Multiply the money amount by the whole number, then place the decimal point two places from the right in the product to separate Naira (N) and Kobo (k).

Example 1

Question: A pencil costs NGN 75.50. How much will 3 pencils cost?

Solution:

Step 1: Write the money amount and the whole number.

( begin{array}{r} text{NGN } 75.50 \ times quad 3 \ hline end{array} )

Step 2: Multiply as with whole numbers.

( begin{array}{r} 7550 \ times quad 3 \ hline 22650 \ hline end{array} )

Step 3: Place the decimal point two places from the right.

( text{NGN } 226.50 )

Answer: 3 pencils will cost NGN 226.50.

Example 2

Question: If a book costs NGN 120.75, what is the cost of 4 such books?

Solution:

Step 1: Write the money amount and the whole number.

( begin{array}{r} text{NGN } 120.75 \ times quad 4 \ hline end{array} )

Step 2: Multiply as with whole numbers.

( begin{array}{r} 12075 \ times quad 4 \ hline 48300 \ hline end{array} )

Step 3: Place the decimal point two places from the right.

( text{NGN } 483.00 )

Answer: The cost of 4 books is NGN 483.00.

Division of Money

Dividing money by a whole number is used when sharing an amount equally among a number of people or finding the cost of one item when the total cost of several identical items is known.

Rule: Divide the money amount by the whole number. The decimal point in the quotient should be placed directly above the decimal point in the dividend.

Example 1

Question: Share NGN 450.75 equally among 5 children.

Solution:

Step 1: Set up the division problem.

( 5 overline{text{)NGN } 450.75} )

Step 2: Divide as with whole numbers, placing the decimal point in the quotient.

( quad quad 90.15 \ 5 overline{text{)NGN } 450.75} \ quad -45 downarrow \ quad quad quad 00 \ quad quad quad -0 downarrow \ quad quad quad quad 07 \ quad quad quad quad -5 downarrow \ quad quad quad quad quad 25 \ quad quad quad quad quad -25 \ quad quad quad quad quad quad 0 \ )

Answer: Each child gets NGN 90.15.

Example 2

Question: A total of NGN 780.00 was paid for 6 identical exercise books. What is the cost of one exercise book?

Solution:

Step 1: Set up the division problem.

( 6 overline{text{)NGN } 780.00} )

Step 2: Divide as with whole numbers, placing the decimal point in the quotient.

( quad quad 130.00 \ 6 overline{text{)NGN } 780.00} \ quad -6 downarrow \ quad quad 18 \ quad quad -18 downarrow \ quad quad quad 00 \ quad quad quad quad -0 downarrow \ quad quad quad quad quad 00 \ quad quad quad quad quad -0 \ quad quad quad quad quad quad 0 \ )

Answer: One exercise book costs NGN 130.00.

Applying the Four Operations to Transactions

In real-life buying and selling, we often use all four operations: addition, subtraction, multiplication, and division.

1. Addition: Used to find the total cost of different items bought.
2. Subtraction: Used to find change received or the difference in prices.
3. Multiplication: Used to find the total cost of multiple identical items.
4. Division: Used to share costs equally or find the unit price.

Example: Shopping Transaction

Mrs. Ade bought 2 loaves of bread at NGN 350.00 each, 3 cartons of milk at NGN 120.50 each, and a packet of sugar for NGN 200.00. She paid with a NGN 2000 note.

1. Calculate the total cost of the bread.
2. Calculate the total cost of the milk.
3. Calculate the total cost of all items.
4. Calculate the change Mrs. Ade received.

Solution:

1. Cost of bread:
   ( text{NGN } 350.00 times 2 = text{NGN } 700.00 )
2. Cost of milk:
   ( text{NGN } 120.50 times 3 = text{NGN } 361.50 )
3. Total cost of all items:
   Cost of bread + Cost of milk + Cost of sugar
   ( text{NGN } 700.00 + text{NGN } 361.50 + text{NGN } 200.00 = text{NGN } 1261.50 )
4. Change received:
   Amount paid – Total cost
   ( text{NGN } 2000.00 – text{NGN } 1261.50 = text{NGN } 738.50 )

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them questions about their experiences with buying and selling, and how they use money in daily life. The teacher reminds them of addition and subtraction of money.

Pupils’ Activity: Pupils share their experiences and answer questions about money operations.

Learning Point: Prior knowledge of money

Step 2: Multiplication of Money

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what it means to multiply money by a whole number, using real or play money to demonstrate. For example, showing the cost of 3 items if one costs NGN 50.00. The teacher writes the rule on the board.

Pupils’ Activity: Pupils observe the demonstration and listen to the explanation, asking questions for clarity.

Learning Point: Concept of money multiplication

Step 3: Worked Examples for Multiplication

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents worked examples of money multiplication on the board, guiding pupils through each step, including proper placement of the decimal point. (e.g., NGN 75.50 x 3).

Pupils’ Activity: Pupils follow along, copy examples, and participate in solving the problems with the teacher’s guidance.

Learning Point: Solving money multiplication

Step 4: Division of Money

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces division of money, explaining its use in sharing or finding unit costs. The teacher uses play money to demonstrate sharing an amount equally. The teacher writes the rule on the board.

Pupils’ Activity: Pupils observe the demonstration and listen to the explanation, understanding the concept.

Learning Point: Concept of money division

Step 5: Worked Examples for Division

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents worked examples of money division on the board, guiding pupils through the steps, emphasizing decimal point placement. (e.g., NGN 450.75 ÷ 5).

Pupils’ Activity: Pupils participate in solving the division problems and copy the examples into their notebooks.

Learning Point: Solving money division

Step 6: Applying Four Operations to Transactions

Time: 5 minutes

Teaching Skill: Problem Solving

Teacher’s Activity: The teacher presents simple word problems involving buying and selling that require pupils to apply addition, subtraction, multiplication, and division of money. The teacher guides pupils to identify which operation to use for each part of the problem.

Pupils’ Activity: Pupils analyze the word problems and suggest appropriate operations to solve them.

Learning Point: Applying money operations

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 NGN 150.25 by 4.
2. Divide NGN 630.90 by 3.
3. If a pen costs NGN 80.00, how much will 5 pens cost?
4. John bought a toy for NGN 250.00 and a biscuit for NGN 75.00. How much did he spend in total?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding money operations

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 money multiplication and division into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key points of the lesson, emphasizing the importance of accurate money calculations in daily life. The teacher encourages pupils to practice these skills at home.

Pupils’ Activity: Pupils listen attentively and ask any final questions.

Learning Point: Consolidating money operations

Continuous Assessment/Further Study

Type: Homework

Instruction: Solve the following problems in your mathematics notebook:

1. A bag of rice costs NGN 8500.50. How much will 2 bags of rice cost?
2. Share NGN 960.00 equally among 8 friends. How much does each friend get?
3. If 4 exercise books cost NGN 500.00, what is the cost of one exercise book?
4. Mercy bought a loaf of bread for NGN 400.00, butter for NGN 250.00, and eggs for NGN 300.00. How much did she spend in total? If she paid with a NGN 1000 note, how much change did she get?

Lesson Keywords

• Money – Currency (Naira and Kobo) used for transactions.
• Multiplication – Repeated addition, used to find the total cost of multiple identical items.
• Division – Sharing equally or finding the unit value.
• Transaction – An act of buying or selling.
• Decimal point – Separates Naira from Kobo in money amounts.

Differentiation

For weaker learners: Provide additional practice problems with simpler money amounts (e.g., whole Naira amounts first) and smaller whole numbers. Use more visual aids like counting blocks and play money for hands-on manipulation. Pair them with stronger learners for peer support.

For faster learners: Challenge them with multi-step word problems involving more complex transactions or larger numbers. Encourage them to create their own word problems involving money operations.

Suggested Lesson Videos

For further understanding, search on YouTube for: primary 4 multiplying dividing money nigeria

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have sufficient real or play money, price lists, and charts prepared. Begin by engaging pupils with their personal experiences of money to connect the lesson to their daily lives. When teaching multiplication and division of money, emphasize the correct placement of the decimal point, as this is a common area for error. Use step-by-step examples and allow pupils to work through problems on the board or in their notebooks. For the section on applying four operations, encourage critical thinking to determine which operation is needed for each part of a word problem. During the evaluation, assess both understanding of the operations and the ability to apply them. Pupils should copy the Board Summary notes after the main teaching and practice activities are complete to ensure they have a clear record of the concepts learned.