ACARA v9 CONTENT DESCRIPTION “recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts”
The heart of this unit is that multiplication and division are inverse operations: each one undoes the other. Where addition and subtraction were partners in earlier years, multiplication and division are partners now, and that partnership is what lets us solve problems we could not tackle head on. If six groups of four make twenty-four, then sharing twenty-four back into six groups returns four. Nothing is memorised in isolation; every division fact is a multiplication fact read backwards. Seeing the two operations as one relationship, rather than two unrelated skills, is the shift that makes the rest of this unit, and much of later algebra, fall into place.
One array, two operations
The same array is a multiplication and a division at once.
6 rows of 4 dots make 24, so the array shows 6 × 4 = 24.
One array, two operations
A rectangular array makes the partnership visible in a single picture. Six rows of four dots is twenty-four dots, which is exactly six times four; but the very same array, read as twenty-four dots shared into rows of four, gives six. One arrangement, two operations: multiplication builds the array from its rows, and division takes the total apart again. This is why an array is the most honest model for the relationship, because nothing about the dots changes, only the question we ask of them. A child who can read an array both ways has understood inverse operations far more deeply than one who has merely learned times tables.
A family from one array
One product and two factors generate four facts.
6 and 4 multiply to 24. What four facts does this family hold?
A family built from one array
From one array grows a whole family of number facts. The numbers six, four and twenty-four hold together four sentences: six times four and four times six both make twenty-four, while twenty-four divided by six gives four and twenty-four divided by four gives six. These four facts are not four things to learn but one relationship seen from four sides. The fact triangle captures it neatly, with the product above and the two factors below, every fact a path between them. Once children know one fact in a family, the inverse hands them the rest, which turns memorising into reasoning.
Find the missing factor
A missing factor is recovered by dividing.
What factor makes 6 × _ = 24 true?
Finding a missing factor
The partnership earns its keep when a factor is missing. Faced with six times something equals twenty-four, a child does not have to guess; the inverse says divide, and twenty-four divided by six is four. Division is simply the tool that recovers a hidden factor, because it undoes the multiplication that hid it. With friendly numbers the answer may be visible, but the reliable method, the one that works for any numbers at all, is to reach for the inverse. This is the same move that earlier freed a box from an addition sentence, now applied to multiplication, and it is the engine behind solving for unknowns.
Does it belong?
A family is built only from multiplication and division.
Does 24 ÷ 6 = 4 belong to the family 6, 4, 24?
When a fact belongs to the family
Knowing a family also means knowing what does not belong to it. The family of five, seven and thirty-five holds five times seven, seven times five, thirty-five divided by five and thirty-five divided by seven, and nothing else. A sentence like five plus seven equals twelve uses the right numbers but the wrong operation, so it is no relation. Checking membership sharpens the idea that a family is built only from multiplication and its inverse, division. This kind of judgement, deciding whether a fact fits the relationship, is exactly the reasoning that keeps later equation work honest, where every step must respect the same connections.
Which inverse?
Pick the operation that undoes the sentence, then read the answer.
To free the box in 6 × _ = 30, do you multiply or divide?
Choosing multiply or divide
Solving an unknown comes down to choosing the operation that undoes the sentence. Look at what surrounds the box: if a number multiplies it, divide to find it; if the box is being divided, multiply to recover it. In six times something equals thirty, the box is multiplied, so divide, and thirty divided by six is five. Choosing well rests on understanding that the two operations reverse one another, not on a remembered rule. It is the same reasoning that will one day rearrange algebraic equations, and once a child reliably picks the right inverse, no missing-number multiplication or division sentence is beyond reach.
One product, a whole family
Many facts, three numbers, bound by the inverse.
All four facts come from the numbers 4, 9 and 36. Reveal each value and watch the family hold together.
One product, a whole family
A single product can anchor many facts, and the inverse decides each one. The numbers four, nine and thirty-six give four times nine and nine times four, both thirty-six, alongside thirty-six divided by four and thirty-six divided by nine. Different operations, the same three numbers, one family held together by the partnership of multiplication and division. This shows that finding facts or unknowns is never a special trick for one sentence; it is the same relationship applied wherever the unknown sits. With multiplication and division understood as inverses, families read from arrays, and the right inverse chosen with care, a child is ready for the unknowns and patterns the rest of Year 5 Algebra brings.
Quick self-check
1. Multiplication and division are inverse operations, which means...
2. Which fact belongs to the same family as 6 × 4 = 24?
3. To find the unknown in 6 × _ = 24, you...
4. Find the box: _ ÷ 4 = 6.
5. Which fact does NOT belong to the family of 5, 7 and 35?