Module 3 Calculating
Select each tab to find out more or use the breadcrumb trail to go to another part of this resource.
Can I multiply and divide by 10 and 100 and 1000?

Example review questions

  • 5-second mental questions
    • Divide 420 by 10.
    • What is 54 multiplied by 10?
    • Divide 31 by 10.
    • What is 5.4 multiplied by 1000?
    • What is 3 divided by 10?
    • Explain the strategies you used to answer these questions.
  • 10-second mental questions
    • Ten times a number is 36; what is the number?
    • How many millilitres are there in 2.5 litres?
  • 15-second mental questions
    • Multiply 45 by 40.
    • What is 5000 divided by 20?
    • What helped you to calculate the answers to these questions?

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.

PDF file Can I multiply and divide by 10 and 100 and 1000? - teaching guidance | 40KB 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

PDF file Supporting children with gaps in their mathematical understanding; Misuses half-understood rules about multiplying and dividing about powers of ten and the associative law | 90KB new window

PDF file Springboard 5, Unit 6 (additional materials) Multiplying and dividing by 10 and 100 | 58KB new window

PDF file Springboard 7, Unit 2, Section 2 Multiplying and dividing by 10 and 100 | 1.6MB 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. Converting pounds to pence: Gary collects 10p coins. Altogether he has £11. How many 10p coins is that?
  • measures, e.g.
    • Converting millilitres to litres. There are 1500 millilitres in this bottle. How many litres are there?
    • I need 10 lengths of hardwood shelving, each 3.5 metres long. How much shelving is that altogether? At £20 a metre how much will it cost?
  • scale, e.g. Increasing and decreasing quantities. There are 24 eggs in this tray. How many eggs would there be in 100 identical trays?
  • applying to other calculations, e.g. those involving multiples of 10 or 100. For example:
    • 71 × 20; 15 × 300; 30 × 40 × 10
    • What is £3000 divided equally among 20 people?

Confirming learning

Ask probing questions such as:

  • Why do 6 × 100 and 60 × 10 give the same answer?
  • My calculator shows 37. What single multiplication should I key in to change it to 3700?
  • After completing a division my calculator shows 7.95; what number did I divide by 1000?
  • I divide a four-digit number by 100. The answer is between 70 and 75. What could the four-digit number be?
  • How do I convert 4527p into pounds?
  • Tom says: ‘If I divide a four-digit number by 1000 it always has a number after the decimal point.’ Is he right? Explain your answer.