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Primary 2 Mathematics Practice Guide | Multiplication, Division & Fractions: Fact Fluency, Equal Groups, Fraction Reasoning & Worked Solutions

This Primary 2 Mathematics Practice Guide develops multiplication, division and fractions as connected structures rather than isolated chapters. The learner should move between equal groups, arrays, repeated addition, sharing, grouping, fact families, unit fractions, fractions of collections and like-fraction operations.

The practice sequence starts with retrieval but quickly asks for representation, inverse reasoning, missing roles, error analysis and transfer. Worked solutions explain the relationship behind the calculation so parents and teachers can diagnose whether a wrong answer comes from fact recall or from structural misunderstanding.

Return to the Primary 2 Mathematics Learning Hub. Concept owners include Guide 2, Guide 13 and Guide 31.

Fluency is strongest when a forgotten fact can be reconstructed from a relationship.

Set A | Multiplication Facts of 2, 5 and 10

  1. 2 × 7
  2. 2 × 9
  3. 5 × 6
  4. 5 × 9
  5. 10 × 4
  6. 10 × 8
  7. 7 × 2
  8. 6 × 5
  9. 9 × 10
  10. What is double 8?
  11. Count by 5s from 20 to 50.
  12. Write three multiples of 10 greater than 30.

Worked Solutions | Set A

  1. 14.
  2. 18.
  3. 30.
  4. 45.
  5. 40.
  6. 80.
  7. 14. Same product as 2×7.
  8. 30.
  9. 90.
  10. 16. 2×8.
  11. 20,25,30,35,40,45,50.
  12. Examples: 40,50,60.

Set B | Multiplication Facts of 3 and 4

  1. 3 × 4
  2. 3 × 7
  3. 8 × 3
  4. 4 × 5
  5. 4 × 7
  6. 9 × 4
  7. If 3×6=18, find 3×7 without restarting the table.
  8. If 4×6=24, find 4×7.
  9. Use doubling twice to find 4×8.
  10. Write the next two terms: 12, 16, 20, __, __.

Worked Solutions | Set B

  1. 12.
  2. 21.
  3. 24.
  4. 20.
  5. 28.
  6. 36.
  7. 21. Add one more group of 3 to 18.
  8. 28. Add one more group of 4 to 24.
  9. 32. Double 8 = 16; double 16 = 32.
  10. 24, 28. Add 4.

Set C | Equal Groups and Repeated Addition

  1. Write repeated addition for 4 groups of 3.
  2. Write a multiplication sentence for 5+5+5+5.
  3. There are 6 bags with 4 marbles in each. How many marbles?
  4. Draw or describe an array for 3×5.
  5. Are groups of 2,2,2,3 an equal-group multiplication model? Explain.
  6. Give two equal-group representations of 20 using Primary 2 facts.

Worked Solutions | Set C

  1. 3+3+3+3 = 12.
  2. 4×5=20.
  3. 24 marbles. Six equal groups of four.
  4. Three rows of five, or another equivalent array showing 15 objects.
  5. No. The group sizes are unequal.
  6. Examples: 4 groups of 5 and 5 groups of 4.

Set D | Division as Sharing

  1. 20 sweets shared equally among 5 children. How many each?
  2. 24 pencils shared equally among 4 pupils. How many each?
  3. 18 counters shared equally into 3 groups. How many per group?
  4. 30 stickers shared equally among 5 children. How many each?
  5. 40 beads shared equally among 10 bags. How many per bag?

Worked Solutions | Set D

  1. 4 each. 20÷5=4.
  2. 6 each. 24÷4=6.
  3. 6 per group.
  4. 6 each.
  5. 4 per bag.

Set E | Division as Grouping

  1. 20 sweets are packed 5 per bag. How many bags?
  2. 24 pencils are placed 4 per box. How many boxes?
  3. 18 counters are arranged 3 per row. How many rows?
  4. 30 stickers are packed 5 per sheet. How many sheets?
  5. 40 beads are put 10 per string. How many strings?

Worked Solutions | Set E

  1. 4 bags.
  2. 6 boxes.
  3. 6 rows.
  4. 6 sheets.
  5. 4 strings.

Notice that sharing and grouping can use the same division equation while the answer plays a different role: size of each group versus number of groups.

Set F | Fact Families

  1. Write four related facts for 4, 5 and 20.
  2. If 3×8=24, write two related division facts.
  3. If 30÷5=6, write the related multiplication facts.
  4. Complete: 4×__=28.
  5. Complete: __÷5=8.
  6. Complete: 24÷__=6.

Worked Solutions | Set F

  1. 4×5=20, 5×4=20, 20÷4=5, 20÷5=4.
  2. 24÷3=8 and 24÷8=3.
  3. 5×6=30 and 6×5=30.
  4. 7.
  5. 40.
  6. 4.

Set G | Multiplication and Division Word Problems

  1. There are 5 trays with 4 buns on each tray. How many buns?
  2. Twenty-four pupils form 4 equal groups. How many pupils in each group?
  3. Twenty-four pupils form groups of 4. How many groups?
  4. A teacher gives 3 stickers to each of 8 pupils. How many stickers are needed?
  5. Forty crayons are packed equally into 5 boxes. How many per box?
  6. Thirty cards are packed 5 per packet. How many packets?

Worked Solutions | Set G

  1. 5×4=20 buns.
  2. 24÷4=6 pupils per group.
  3. 24÷4=6 groups.
  4. 8×3=24 stickers.
  5. 40÷5=8 crayons per box.
  6. 30÷5=6 packets.

Set H | Fraction Foundations

  1. A shape is split into 4 equal parts. One part is shaded. What fraction?
  2. In 3/8, what does the denominator 8 tell us?
  3. In 3/8, what does the numerator 3 tell us?
  4. Which is greater for the same whole: 1/3 or 1/6?
  5. Order from smallest to greatest: 1/2, 1/8, 1/4.
  6. Are four unequal pieces each one quarter? Explain.

Worked Solutions | Set H

  1. 1/4.
  2. The whole is divided into 8 equal parts.
  3. 3 of those eighths are selected.
  4. 1/3. For the same whole, fewer equal parts means each part is larger.
  5. 1/8, 1/4, 1/2.
  6. No. Quarters must be four equal parts.

Set I | Like Fractions

  1. Compare: 3/7 __ 5/7.
  2. Order: 6/8, 2/8, 4/8.
  3. 2/7 + 3/7
  4. 6/9 − 2/9
  5. 1/8 + 5/8
  6. 7/10 − 3/10
  7. Explain why 2/7 + 3/7 is not 5/14.

Worked Solutions | Set I

  1. 3/7 < 5/7.
  2. 2/8, 4/8, 6/8.
  3. 5/7.
  4. 4/9.
  5. 6/8.
  6. 4/10.
  7. The pieces being counted remain sevenths; adding numerators counts more same-sized pieces. The denominator does not change.

Set J | Fractions of Groups

  1. Find 1/2 of 14 counters.
  2. Find 1/3 of 15 stickers.
  3. Find 1/4 of 20 beads.
  4. Find 3/4 of 20 beads.
  5. Six out of 12 marbles are blue. Write the blue fraction directly as part over whole.
  6. If 1/4 of a collection is 6, find the whole.
  7. 4 objects are one half of what whole?
  8. 4 objects are one quarter of what whole?

Worked Solutions | Set J

  1. 7. 14÷2.
  2. 5. 15÷3.
  3. 5. 20÷4.
  4. 15. One quarter is 5; three quarters is 3×5.
  5. 6/12. This is also one half.
  6. 24. Four equal groups of 6.
  7. 8.
  8. 16.

Set K | Error Analysis

  1. 4 groups contain 3,3,3 and 2 objects. A learner writes 4×3=12.
  2. 24÷6=4 is explained as “there are always 4 groups.”
  3. 2/7+3/7=5/14.
  4. 1/8 is said to be greater than 1/4 because 8 is greater than 4.
  5. 1/3 of 15 is said to be 3.
  6. 3 blue counters out of 12 are written as 12/3.

Worked Corrections | Set K

  1. The groups are not equal; the multiplication model does not match the actual collection.
  2. The equation can mean 24 shared among 6 groups gives 4 each, or 24 grouped in sixes gives 4 groups. The answer role depends on context.
  3. Correct answer: 5/7. The unit pieces remain sevenths.
  4. For the same whole, 1/8 is smaller because the whole is divided into more equal parts.
  5. The denominator 3 tells us to make three equal groups: 15÷3=5.
  6. Selected part is numerator: 3/12.

Set L | Mixed Retrieval

  1. 4×8
  2. 35÷5
  3. Write the fact family for 3,9,27.
  4. Find 1/3 of 18.
  5. 5/8−2/8
  6. A box has 6 packets of 5 cards. How many cards?
  7. Thirty-six counters are arranged 4 per row. How many rows?
  8. Three quarters of 16 counters are red. How many red?
  9. Which is greater: 5/6 or 3/6?
  10. Find a multiplication sentence with product 20 different from 4×5.

Worked Solutions | Set L

  1. 32.
  2. 7.
  3. 3×9=27, 9×3=27, 27÷3=9, 27÷9=3.
  4. 6.
  5. 3/8.
  6. 30 cards.
  7. 9 rows.
  8. 12.
  9. 5/6.
  10. Example: 5×4=20 or 2×10=20.

Challenge Set | Connected Reasoning

  1. Twenty-four counters can be arranged into equal groups in several ways using known facts. Give three arrangements.
  2. A fraction of a collection is 6. Give one problem where 6 is one half, another where 6 is one third and another where 6 is one quarter.
  3. Find two different multiplication facts that have product 40 using Primary 2 tables.
  4. A learner knows 5×8=40 but forgets 4×8. Explain a way to reconstruct 4×8 from the known fact.
  5. Write a division story for 30÷5=6 where 6 means group size. Then write another where 6 means number of groups.
  6. Create two like fractions whose sum is 7/9.

Worked Solutions | Challenge Set

  1. Examples: 3 groups of 8, 4 groups of 6, 6 groups of 4.
  2. 1/2 of 12=6; 1/3 of 18=6; 1/4 of 24=6.
  3. Examples: 5×8=40 and 4×10=40.
  4. 5×8=40 is one group of 8 more than 4×8, so 40−8=32.
  5. Sharing: 30 sweets shared among 5 children → 6 each. Grouping: 30 sweets packed 5 per bag → 6 bags.
  6. Examples: 3/9+4/9=7/9 or 2/9+5/9.

Mastery Check

Look beyond table speed. A secure learner can reconstruct facts, distinguish group size from number of groups, connect multiplication and division, identify equal-group structure, explain denominator/numerator roles, operate with like fractions without changing the unit size, and transfer fraction thinking from shapes to collections.

Continue the Practice Series