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Hello, everybody.

Great to see you again on Oak National Academy.

My name is Mr. Ward, and if this is the first time we have met, welcome to Oak National Academy, and welcome to the unit of multiplication and division.

Now, today's lesson is focusing on what happens when we multiply or divide a number by 10, a 100 and a 1000.

I hope you're doing great wherever you are in the country.

But right now, I'm going to ask you to make sure that you're in a quiet space, that you are free of distractions and you've got everything you need, so we can get the most out of our learning today.

As always, I'm very excited about teaching math, so I hope you're just excited about learning.

So when you are ready to give it your absolute best, continue to video and let's make a start.

See you in a few moments.

So before we start our lesson, I should just remind everybody that I like to start my lessons with a mathematical joke.

Put a smile on your face.

It makes me chuckle, so it puts me in a good mood.

And I just want to demonstrate just how deep my mathematical comedic material is.

Only you can be the judge.

I think this is a great one, probably the best one yet, but then I say that every single lesson, and I'm not sure everybody agrees with me, let's see.

What piece of equipment in a toolbox is actually great for solving maths? Multipliers, of course.

I'll put that back away in my mathematical toolbox.

If you feel you're better than me, and let's be honest I haven't set the bar very high at all, have I really? But if you feel you have a joke, which would improve my material, then please ask your parent or carer to share your joke with us on Oak National Academy.

Details of which, I will be providing at the end of today's lesson, so please keep watching.

Quick run through today's lesson, we're going to introduce the concept of multiplying and dividing.

Then, we're going to talk task, which you're going to have a go at trying to demonstrate and explain what's happening when we multiply, divide by 10 a 100 and a 1,000.

Then, we'll get to our learning by deriving facts and introducing facts that we already know and how we can expand upon that to multiply and divide.

And then, it'll be down to you.

An independent task where you can demonstrate all sorts of known facts and how that kind of grows, and we can build our multiplication, division information.

And then, it's the end of lesson quiz, which is a custom here at Oak National Academy, which we hope you will have a go at.

And fingers crossed, you can do a really good job, but of course you can always come back to the video and watch any part again if you need to.

We're a few moments away from the start of the main lesson, so make sure you've got all the equipment you need, pencil or something to write down on, a ruler, piece of paper, grid paper is ideal, but if you haven't got that, plain paper's fine, or back of the cardboard box or anything you can write and jot down ideas on.

And then, counters will be useful today.

Now, if you haven't got any counter, you can use a replacement, coins perhaps, or something you can cut out squares or anything, toys, little toy games, little toys figures, toy soldiers, I think I've seen used in a math lesson, which were fantastic.

But if you haven't got any of that thing, that's fine.

You can jot down, you can draw your counters and you can draw what's happening with place value when we increase or decrease a number to think about what we would multiply that divide it by.

Okay, so if you haven't got any of that equipment and you want to go and get it, pause the video now, go get everything you need, and then when you're ready to resume, press play, and make your start on the maths learning.

We're going to start today's lesson with a warm up activity just to get ourselves going.

Feel free to have a go at this has been as long as you need or you can skip it if you need to.

You want to go into the main book, the learning.

As you can see, the warmup involves reasoning with large numbers.

Can you approximate the position of the following numbers on the number line? You need to look closely at the scale, and try to estimate what workout with scale is for a start, and then, estimate an approximate way you would put those four numbers on the number line, and explain why you would put it there.

Now, given an example as A, that's where I think it would go on the number line.

Pause the video, and try and put the next four numbers on that number line.

See you in a few moments.

Very quickly, there are answers.

You wouldn't have noticed that the number line is going up in the scale of a 100, so each one was an interval of a 100.

And however, you might decide that when you were approximating that you might round up, so for instance, A, I rounded down to 5400, I decided that actually 20 was quite difficult to pinpoint.

So my approximate is obviously as close to, so you need to reason.

So I was reasoning that I think rounding to the nearest hundred was the best thing to do.

And if you've done that for the rest of the numbers, you probably would've got something similar to what I got.

So just match it where your numbers are in relation to the number line, and hopefully, you've got A, the right order, but B also your arrows are probably in the same place.

Let me close to make sure you are as accurate as you can be.

But of course, your reasoning means that you may have an explanation for rounding a number to certain point.

So we're going to start today's lesson we're multiplying numbers with the statement.

I want you to think about this statement.

What do you think about it? Maybe if you're with somebody have a discussion, if you're on your own, you just reflect on it.

What do you think when you hear this? When you multiply by 10, you add a zero, and I've heard that a in the classroom.

I've heard adults and children use this statement before when you multiply by 10, you add a zero.

So I've got an example here of 6 x 10.

So we see what happens when we put that statement into operation, nothing happens.

6 x 10 = 6.

That's correct, is it not? No, of course it's not.

We know that six lots of 10 is 60.

So why am I got the answer of six there? Well, because what would be in specific with our math vocabulary, zero means nothing.

So that statement actually means when you multiply by 10, you're adding nothing to the answer.

Well, that's not right.

That's not how math works.

And that's the big mistake that people are making.

Zero means nothing.

So we have to actually really think about what it is that's happening in the maths and be very specific when we're explaining our work.

So I have no doubt that everyone here at home could multiply six, lots of 10.

However, would you able to explain it like this? Adding a zero to the one's column, will mean the product becomes 10 times greater.

Now that's a more wordy statement, but it's actually very accurate 'cause it explains specifically what's happening in the math.

And a lot of today's lesson is going over calculations that you probably feel very comfortable doing with your arithmetics, but actually the key skill from today's lesson will be can you specifically explain and demonstrate what's happening when we multiply and divide? You need to be able to write down an explanation or to speak to somebody to tell them exactly what's happening and demonstrate it.

So yes you can multiply six, lots of 10 to make 60, but could you explain that actually what's happening is that the one's column is becoming tens or the product becomes 10 times greater.

That's the key.

So we have that in mind for today's lesson that specific language is important.

Can we clearly explain and demonstrate what's happening when we multiply a number by 10? Can we demonstrate that statement? If you have a place value at home, fantastic.

If not, you can draw this in your book quite simply, put your columns in put your ones, units, 10 overall units.

Some people call it units, but we call it ones, tens, hundreds maybe thousands for later in the lesson, a hundred thousands for later in the lesson.

You can draw a place value grid, and likewise you don't need to have counters and you don't need to have things that represent 10, 100.

You don't have to let, you can draw them.

So will your pencil maybe draw a long rectangle to represent tens and circles represent ones, and a big block to represent hundreds and so on and so forth.

So that goes to prepare it.

So feel free to demonstrate and go along with me in the video or watch my explanations of what's happening when we multiply numbers.

So let's take 23.

We can agree that we've got two lots of 10 there which makes 20 and three ones makes three.

So I've got 23 in my place value grid, and I'm going to multiply it by 10.

As the statement said, that means in theory I want to make it 10 times greater than time.

And this is what 10 times greater it looks like.

So my three was in the ones column but now I'm a three becomes 10 times greater, so the three becomes 30, because 30 is 10 times greater than three.

My two tens, when I multiply by 10 become 10 times greater which become 200 because 200 is 10 times greater than 20.

So 23 multiplied 10 becomes 230, and I've just popped along with my counters.

Now, if you've drawn your counters, the next line underneath you could probably redraw the counters but in the correct column, with an arrow like I have on my screen.

Let's try it again to make absolutely clear that we use in specific language.

Feel free to talk to yourself, if you're working at home and explain what's going on and just really replicate against.

We've got 34 there shown by four ones and three lots of 10, 30.

Of course we said we're going to multiply by 10, which means the product is going to become 10 times great.

When I multiply by 10, my answer is going to be 340.

34 times 34, 34 is 10 times greater.

Sorry, I don't remember to say that.

Didn't tell you, I've got to be very specific in my language as well, 340 is 10 times greater than 34.

You can see the ones which were four ones, 10 times greater becomes 40.

And the tens which were three tens, 10 times greater, it becomes 300.

So it becomes 340.

But this is the sort of language I think it would be great for you to be able to typically say, in your explanations when you're demonstrating when you multiply by 10, each part is 10 times greater.

The ones become tens, the tens become a hundreds and et cetera.

A zero holds a place so that each digit has a value that is 10 times greater.

And that's interesting, actually I should have mentioned that so I'll go back.

Obviously we've moved our counters across in our demonstration and 34 has become 340.

There's nothing in the one unit in terms of the one's column, in terms of counters now, however, I do have to put the zero in, otherwise but don't put a zero in.

I'd just leave it as 34, three, four nothing.

Then that will show 34, and I will be making the mistake that I made in the original slide at the start of the lesson.

I would've added nothing.

So to show that we've added that value and it has to become 10 times greater, I have to draw in a zero to represent that place value holder.

Now we're going to look at dividing numbers.

Look at this statement, because again I've heard this statement a lot by both pupils and adults in conversation.

Where you divide by 10, you take away a zero.

When you divide by 10, you take away a zero.

I wonder what you think about that statement.

Got an example on the board.

60 divided by 10.

So we take away the zero.

Do that, I'm left with six.

Well, that's correct.

Isn't it? That's actually the right answer.

Cause we know that 10, lots of 60, 60, so 60 divided by 10 equals six.

That is correct.

However, but then demonstrate a statement on my place value column.

So that's 60 right there we agree.

Don't we? The six, lots of tens.

There were no ones with counters, but I've drawn a zero with nothing to hide.

Why haven't done that.

That's right.

Thank you.

I put it in as a place value holders, that's 60.

And the statement said that if I divide by 10, I just take away the zero.

So let's do that.

Okay I'm left with six.

Well, that's not right is it? Because I've got six tens, so actually that's not six.

I'm representing 60 there.

Oh dear.

I have to keep that place value in let's try it properly.

Now that looks much better isn't it, okay? You can physically see the counters have moved from the tens to the ones because 60 divided by 10 means the total of 60 is getting 10 times smaller.

So therefore the new total will be six.

Well, the new total will be six, and that has moved from the tens to the one to show that that movement has become 10 times smaller.

And of course the zeros also moved, but the zero after the ones gets removed, I don't need anymore.

So it's not acting as a place value holder.

It doesn't go anywhere, so we can remove that.

This time, I've demonstrated that mathematical journey.

I've explained in a much better way and I've demonstrated in a better way as well.

So let's just try that again.

If I had 120, I would start with one in a hundred column and then it would move one time because it would be getting 10 times smaller.

So therefore the one moved into the tens column because 100 ten times smaller is 10.

And the two, which was 20 has moved into the ones because 20 ten times smaller is two.

So 120 divided by 10 becomes 12.

This is a language we have to be very aware of when we're explaining what's happening when we're dividing.

When you divide by 10 each part is 10 times smaller.

The hundreds become tens and the tens become ones.

Each is digit in a place that gives it a value that is 10 times smaller.

When dividing multiples of 10, a placeholder is no longer needed.

We're going to take our understanding from that now and put it into practise because I'm going to put a little bit of bonus on you.

You're going to have to do some talking and demonstrating either in your groups or with someone with you or if you're on your own, you have to demonstrate in your bookwork.

I've asked you to discuss and demonstrate how to multiply and divide by both a hundred and a thousand.

And we looked briefly at 10 there, not at a hundred and not a thousand, but it's the same principle only instead of multiplying by 10, and therefore the value becoming 10 times greater, when we multiply by a hundred, the value becomes a hundred times greater.

So let's do an example for you.

I'm going to model it.

This is what I'd like you to do for your talk task independently.

So here we can see the calculation is 132 multiplied by a hundred.

Okay so let's see what happens.

When I multiply by 10, the digits seem to move to the left, they got 10 times greater but now I'm multiplying by a hundred.

They're going to move twice because there are a hundred times greater, 10, lots of 10.

So you can see where it was 100, as the one has moved two columns to the left because it's 10, lots of 10.

So a hundred times greater, it's become 10,000.

The three, which was 30 has moved two columns to the left because it's a hundred times greater.

So 30 becomes 3000.

And two which was in the ones column has now become 200 because 200 is a hundred times greater than two.

I of course, was left with the zeros or that I have to write into my answer because without that it would just still be 132 wouldn't it? So I have to write my zeros because they are thank you.

They are place value holders.

We are multiplying by a hundred, so each part needs to be 10 times greater, and then 10 times greater again.

The ones become a hundreds and the tens become thousands.

Let's model what that looks like when we divide.

So, here we got 3,300 and we're dividing by 100 and the answer's going to be 33.

We know that because 33 is a hundred times smaller than 3,300 or flipping that if we wanted to trust an inverse which is the opposite operation, we could say that 33 multiplied by 100 would be 3,300 because 3,300 is 100 times greater than 33.

And you can see the movement that takes place when we divide.

So in the 3000, it's moving, it's going to be a 100 times smaller.

So 10, lots of 10 to two lots of 10.

So 3000 moves to the tens column, because it's a hundred times smaller and three hundreds moves to the zero.

So 300 moves to the ones column because that is a hundred times smaller.

We will replace the two zeros because they are known the need this place value holders, because we've got digits in the ones and tens column, and we can see the movement with the arrow.

So I've indicated.

So when you are doing your if you've got practical resources, fantastic do that practically.

If you've not got that, the majority of you will probably be jotting down on drawing live diagrams to demonstrate your math learning.

And that's fantastic.

Just do that do drawing, show it with arrows, show what's happening.

The key thing is using the language.

So we are dividing by a hundred, so each part needs to be 10 times smaller.

The hundreds become tens, and that tens to become ones.

A placeholder is no longer needed.

There's your total task, I use some example counters and a place value grid, draw that place value grid in your book or in your paper, if you can.

And the counters are just a possible example, you might use to demonstrate the different columns because I've used different colours.

But you can just write one, 10, 100, 1,000, 10,000 and 100,000 to represent the value of each column.

So your task is this after all that modelling, I'd like you to do the same thing, discuss, draw and demonstrate how to multiply and divide by 100 and 1,000.

Take as much time as you need, pause the video.

And then demonstrate by completing these calculations.

So discuss, draw, demonstrate multiply and divide, spend as long as you need, there the calculations for you to have a go at and here's your grid.

Pose video spend as long as you need, and then come back with your answers when you're ready to share and to see if you are correct.

Remember, use specific mathematical vocabulary.

Today's about explaining and demonstrating the process of multiplying and dividing by a 10, 100 and 1,000.

Speak to you in about 10 minutes.

Bye for now.

Welcome back, everybody.

As you can see on your screen, I've put the answers to the questions, just check with your own answers, make sure they're correct.

If there's any misconceptions or errors, you might just want to double check again by using your place value grid.

As I said before the key was about explaining and demonstrating today.

Here's some of the words I hope you able to use either written down or verbally either on your own or in a group, if you work with somebody else.

The words product, when we multiply two integers together, two numbers together.

Greater than, so we were looking how the columns would change.

Obviously the value of a number would become a hundred, 1,000 or thousand times greater than.

Smaller than so a total will become the value of a number would become 10, 100 or 1,000 times smaller than when we divide.

And a place holder.

So adding a zero to show that there's a place holder in there, which happens often.

In most cases, we have to add one, if we are making digit overall the value of a number 10, 100 or 1,000 times greater.

Argue well with that, and we're just going to expand on that knowledge now by using that information but also allowing us to use derived facts.

And derived facts means established facts that we already know, and then building upon them to perform greater calculations, but coming back to that base information that we already know.

So for instance, we know that for lots of 10 is 40, therefore four lots of 100 is 400 because we know that 400 is 10 times greater than 40.

On your screen you will see a representation shown by counters.

What multiplication division facts could that represent? Think about use of a raise that you've done in the past.

Well, we could look at it from a multiplication point of view.

We could say that there were two rows of three, which is equal to six.

Equally we could say we could move those rectangles around and we could make three, lots of two.

Couldn't wait to make some at six.

But that's our main factor, so a kind of basic known fact that two lots of three or three lots of two make six.

That's the language we could have used.

We could say there was two groups of three.

We could say there's two, lots of three.

We could say it three multiplied by two.

We could say that was three times two.

We could say there was two equal parts and each with a value of three.

Now, of course when we do multiplication we can also use our inverse knowledge which is the opposite operation.

Because of multiplication we can look at division, and we could say the actually that shows a six as a whole, a we divide that into two lots of three, or we could divide it into three, lots of two as I've done on the screen with the boxes around.

That's a basic fact as well.

And we could use this language to share into two equal groups.

We could ask the question of how many, threes are in six? The whole is six there were two equal parts, what is the value of each part? Which obviously would be three.

And the whole is six, there were equal parts with the value of three, how many parts? That would be two.

So we can use this as our base factor.

Then it's important that we maintain this.

So let's keep that base factor that two lots of three mix six or three lots of to make six, and six divided by two equals three or six divided by three equals two.

There are basic known facts and that's going to help us with the rest of our lesson.

We know that we can expand upon that by using two lots of three equals six, we then use that to know that two lots of 30 make 60.

And why do we know that? Because if the value of each part is 10 times greater, the whole is going to be 10 times greater.

Likewise if one of the factors is 10 times greater, the product will be 10 times greater as well.

So we know, like I said, two lots of three makes six, therefore because 3 has become 10 times greater to come 30 the product becomes 60 here, so two lots of 30 minute 60.

So I'm going to look at how these number of facts look when we increase the value of a factor or a part by 10 lots.

So we know that six divided by three was two.

Therefore if one of the parts become 60, 10 times greater, our whole becomes 10 times greater as an answer.

So 60 divided by three is now 20.

Likewise if we say that 60 divided by two we know six divided by two is three, therefore again that one of the parts has come 10 times greater, and therefore our whole lot answer becomes 10 times greater.

On that same notion, we can say that it becomes a hundred times greater.

So bearing in mind that we've got six divided by three is two, or two lots of three six.

They are known facts.

And that allows us if one of the parts or factors is a hundred times greater, they're so to all the product and answer.

So two lots of three is six, so two lots of 300 is 600.

Six divided by three is two but 600 divided by three is 200, three lots of two is six, but three lots of 200 is 600 because 200 is 100 times greater than two.

And then we can look at it from a thousand times greater or a thousand times less.

Two lots of three is six, therefore two lots of 3000 is 6000 because 3000 is 1000 times greater than three.

Six divided by two is three, 6,000 divided by two is 3000 because 6,000 is of course 1000 times greater than six and so on and so forth.

You can see how we've represented it slightly differently with the counters, the visual representation.

So we've looked again, our known fact six divided by two equals three, six divided by three equal two, two lots of three makes six or three lots of two makes six.

That's a known fact.

And by using our understanding of how numbers become greater by 10, 100, 1000, we can do other calculations that are connected to it.

Here's another way of looking at it.

The value of each part is 10 times greater, and the number of parts is 10 times greater.

Now answer's going to be a hundred times greater.

So we know three lots of two is six.

We could say three lots of 20 is 60.

We could count 20, but we could then say 30 lots of 20 is going to be 600.

How do I know that? Well here, If I had 30 and I times it by two, I would have 60, one times 60.

So if I times 30 by two, I would have a 60 and I could times it by 10.

So I've got 60 here, I've got 10 lots of 60, which makes 600.

Does that make sense? It should make sense, shouldn't it really? If I had three here and I times it by two, I will then have six, and then I can times it by 10 to make 60, but I haven't because it's 10 times greater.

So three becomes 30, and two becomes 20 because I'm going 10 times greater.

I can also show it in a distributive way.

I could say that 30 times 20 is also the same as three lots of two times 100, because they have both parts, have become 10 times greater, and 10 lots of 10 is a hundred.

So collectively that's become a hundred times greater.

So three lots of two times over with 30 there, I've got two of those times by two.

So now I've got 60 and now I'm going to time 60 by 10.

So I've got 60 altogether, times it by 10, and that gives me 600.

I can demonstrate it in two different ways here with my number calculations or my number sentences.

I can say I've got 30 there and I've timed it by two, and then at times that by 10 to make 600.

Or I can say that I've got 20 here and I'm going to times my 20 by three to make 60.

And then I'm going to times that by 10 to make 600.

So I can do it either way with my multiplication On your screen, you'll see what we call an array model or sometimes use it as an area model.

And that's a misconception, it's actually an array model.

If both factors are 10 times greater, the product will be a hundred times greater.

You can see that this represents 20 multiplied by 30, two lots of three with six, but both are 10 times greater, two becomes 20 and three becomes 30, 10 lots of 10 makes a hundred.

So therefore the answer when two times three is six, if 20 times 30, the answer becomes 600 because it is a hundred times greater.

And I can write it down here on my number sentence, that 20 times 30 equals two lots of three, two times three, then times by 10 and times by 10 to make 600.

With that in mind then, having to look at different representations of multiplication, division and using our base knowledge.

I'm going to ask you to record and explain the fact you derived from a known fact.

The example on your board, now there's lots of jottings and drawings today, 'cause you're going to build upon your knowledge from a base fact, using your understanding of how the numbers and the value of a number can go greater than by 100, greater than by 1000 and so on and so forth.

Or you might also go the other way and start with a known fact and then go backwards showing how you know it's 100 times or 1000 times or 10 times smaller.

So here's my example.

And hopefully you can do a few examples on your board with lots of drawing and jottings.

It should look a little bit like this.

So it starts with the base fact of two times three and three times two.

And then because I know two times three is six I know that two lots of 30 makes 60 for instance.

I'm going to write it all down as I go along.

So I've got my drawings and now I'm going to add my number sentences to represent those known facts that I've derived from the very simple fact of two times three equals six or six divided by two equals three.

So you can see here, I've got three lots of 20 again but I've also shown that I've got 60 and I can divide 60 to three to give me 20 or I can divide 60 into three lots of 20, it's 60 divided by 20 equals three.

And I can look at two lots of 300, for instance here 300 times it by two, I get 600, or you might say that I've got 600 here and I'm going to divide it by three groups, and that gives me 200, 3 groups worth 200.

Or I've got 600 here and I'm going to divide it by two groups, and each group is worth 300.

Then you might decide to use an area model or sorry an array model an array model to show.

So I keep saying area model, because areas, as you may have done in area and primitive comes on it yet you will multiply the inside of a shape or inside of a space by multiplying the length by the width.

And therefore you do the same calculation, you would times 20 by 30 to get the area in site.

So that's why sometimes I include it, use the word area model, but actually correctly, it should be an array model because we're replacing where the array should be, but with the same length and width in there.

So with an array model here, you could do 20 times 30, well, I know two times three is six as we talked earlier on, therefore, both parts 10 times greater collectively, 10 times 10 is a hundred.

So the product will be 100 times greater.

Therefore this area model shows it 20 x 30 = 600, and 30 X 20 = 600.

I can go in my inverse as well here.

I can say, that's my total, my whole 600, I can divide it by one of the parts 30, and that will give me the answer of 20.

So my other part of the factor would be 20 and likewise, like so forth.

And then I can go into thousands.

Again with my known fact, I can show here that I've got 6,000 altogether.

I can divide it into two parts, which means each part would worth 3000, or I might have 6,000 divided into three parts and each parts worth 2000.

So lots of different examples there, you might want to keep coming back to this screen to look at the examples and to replicate your own work.

I would like now you have a go at this by picking a known fact yourself.

So side on a known fact, simple one known fact that you know and then start to record all of the multiplication, given the fact that you derived from it.

So again, that's my example on the board.

You can pick something else.

I know three times four, for instance, or two lots of 10, two lots of five, two lots of two.

You decide, choose a simple known fact and start to record all of the multiplication division facts that derive from it.

Now we're not going to share our answers today, because obviously you can imagine this is quite an open and creative activity in which lots of discussion needs to take place.

However, if you would like to share your work, I'm going to give details at the end of the lesson about how your parenting and carer can share your work with us here at Oak National Academy.

There's lots of drawings, lots of jottings, but lots of the cavalry being used.

Enjoy your work, enjoy the task, take as long as you need and pause the video, and then when you're ready to resume the lesson I will end together.

So see you, when I see you hopefully in about 10, 15 minutes time, enjoy your task.

Well done on that.

There's a lot of information there but hopefully you'll feel far more comfortable explaining the mathematics it's taking place when you multiply and divide.

If you haven't quite had enough and you're not quite ready to put away your pencil and your rulers just yet, he's a challenge slide for you.

Very similar to the warmup today.

I would like you to pause video, read the instructions, take as long as you need on the challenge slide.

I hope you enjoy this.

I think you will.

Well that's almost the end of the lesson.

All that's left for you now is to do the end of lesson quiz and to try and put some of your learning in to practise, and to demonstrate your confidence and familiarity.

Again, there'll be lots of mathematical vocabulary.

So try and remember some of the key words that we use today the meanings behind those words.

Best of luck.

Take your time, and then resume the video when you've completed the the quiz.

I've mentioned several times you can share your mathematical work you're jotting your drawings, and you can share any jokes that you might have to aid my comic material.

If you'd like to do so, please ask your parent and carer to share your work and jokes on Twitter, tagging @OakNational and #LearnwithOak.

I'm sure you did some fantastic work, fabulous work, lots of colours and drawings and jottings, and I would really, really like to see them.

And that is that everybody we can breathe again.

That really was a jumper.

It wasn't so much in it, but you did such a fantastic job staying focused.

And I think we got some really really good learning there today.

The main thing to remember from today's lesson is that when we multiply or divide by 10, 100, or 1000, that the value of the number increases is greater by 10 times, greater by 100 times or by 1000 times, or the number becomes smaller.

The value of the number becomes smaller by 10 times, smaller by 100 times or smaller by 1000 times.

If you did well on the quiz, well, done you, but if you did struggle with a few questions you weren't sure about, feel free to go back over the video slides, and check the sections that you need a bit more familiarisation with.

But I just want to say once again, pat on the back cause you did a really, really good job there was so much in that lesson.

I think I need the lie down now.

I did a lot of work there didn't I? I look forward to seeing you all very, very soon as we continue our unit for the rest of the day, have a great day.

Don't forget mathematical jokes, make some up yourself, re-tell mine, spread the word have a great day.

I'll speak to you very, very soon.

My name is Mr. Ward, bye for now.