Module 3 Calculating
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Can I multiply one-digit and two-digit numbers by 10 and 100?

Example review questions

  • What is 8 × 10? What is 8 × 100? How do you know?
  • What is the value of the digit 5 in 52? Multiply 52 by 10. What is the value of the 5 digit in your answer?
  • Find 7 × 100. Find 70 × 100.
    How did you work this out?
  • 140 = Empty box tens
  • There are 23 ten-pence pieces in my money bank. How much does this make?
  • What number is 100 times bigger than 25? How do you know?
  • What operation would you use to turn 37 into 3700? How did you decide on your answer?

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

DOC file Can I multiply one-digit and two-digit numbers by 10 and 100? - teaching guidance | 115KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resource for a description.

PDF file How to use moving digits ITP | 160KB new window

SWF file Moving digits ITP | 33KB new window

DOC file Multiplying by 10 game | 35KB new window

DOC file Place value grid | 26KB new window

DOC file Multiplying by 100 teaching prompts | 35KB new window

Moving digits

itp_moving_digits.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of place value. Moving digits ITP allows the child or teacher to place and move digits on a place value board, investigating the effects of multiplying and dividing by 10 or 100.

Opportunities to use and apply

Possible contexts include:

  • money, e.g. How many pennies would have the same value as 12 ten-pence coins? How many pennies would have the same value as 12 £1 coins? How many ten-pence coins would be worth the same as three £1 coins?
  • calculations, e.g. Use knowledge of multiplying by 10 to solve calculations such as 3 × 20 (3 × 10 × 2).
  • measures, e.g. How many centimetres are in 5 m, 8 m,
    10 m? There are 10 mm in 1 cm. Paul draws a line 7½ cm long. How could you work out how many millimetres this is?

Confirming learning

Ask probing questions such as:

  • Josh says that 31 multiplied by 10 is 301. Is he right? Explain how you know.
  • What operation would you key into the calculator to turn 74 into 740?
  • What happens to the digits of a number when you multiply it by 10? What happens when you multiply it by 100?
  • Ann multiplies six by 10, then multiplies the answer by 10. What is the final answer? How many times bigger than six is this number?
  • Fill in the empty boxes.A diagram to illustrate four equations: 15 multiplied 100 equals blank, 40 multiplied by 10 equals blank, blank multiplied by 10 equals 280 and blank multiplied by 100 equals 600.