teaching resource

Multiplication and Division Word Problems Task Cards

Updated: 10 Apr 2025

Use a range of strategies to solve 2-digit by 1-digit multiplication and division word problems that exceed the facts of the 12 times tables.

Editable: Google Slides
Non-Editable: PDF
Pages: 8 Pages
Years: 4 - 5

Curriculum

VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>

teaching resource

Multiplication and Division Word Problems Task Cards

Updated: 10 Apr 2025

Use a range of strategies to solve 2-digit by 1-digit multiplication and division word problems that exceed the facts of the 12 times tables.

Editable: Google Slides
Non-Editable: PDF
Pages: 8 Pages
Years: 4 - 5

Use a range of strategies to solve 2-digit by 1-digit multiplication and division word problems that exceed the facts of the 12 times tables.

Solve 2-Digit by 1-Digit Multiplication & Division Word Problems

Your students have mastered their multiplication facts up to 12. They know how to reverse those facts to divide numbers and find the quotient. And they know how to read.

Put all these skills to work with our multiplication and division task cards!

For example, one card includes the following word problem:

Casey swims 8 laps in the pool each day after school. If Casey swims every day for 15 days straight, how many laps will she have swam?

Students read through the word problems and determine whether to apply division or multiplication.

An answer sheet is included with your download for students to self-check their answers.

How to Help Students Solve Word Problems

Support struggling students by showing them how to use manipulatives to help with problem-solving. Alternatively, provide students with our Problem Solving Mat to help them organise their ideas.

Challenge fast finishers who already understand the concept to write five different multiplication and division word problems for a partner to solve.

How to Use these Maths Task Cards in the Classroom

A team of dedicated, experienced educators created this resource for students to work on independently in your maths rotations. However, check out our suggestions for using this activity to reinforce your small group and full-class lessons, too:

Whole Class Instruction – Project the task cards on a whiteboard and work through each together, discussing different ways of approaching and completing the problems.
Small Group – Teach concepts in a small group setting in your maths rotations. Students can use mini whiteboards to ‘show and share’ their work for each problem.
Individual Practice – For independent tasks, students can use their maths notebooks or mini whiteboards to solve problems on the task cards.

Download and Practice Multiplication and Division Problems Today

Use the dropdown icon on the Download button to choose between PDF or Google Slides versions of this resource. An answer key is included with your download. Print on thick card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

To keep the task cards out of pockets or under desks, punch a hole in the corner of each and place them on a binder ring.

Kendall Britnell, a teacher and a Teach Starter collaborator, contributed to this resource.

More Multiplication and Division Activities

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Basic Multiplication and Division Word Problems - Matching Game

Practice reading, writing, and solving basic multiplication and division word problems with a matching activity.

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Multi-Step Word Problem Cards (Division and Multiplication) - Year 5-6

Solve multi-step multiplication and long division word problems with a set of printable maths task cards.

Curriculum

VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>

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