Explain how groups of five and ten are related

Maths

Explain the relationship between multiples of five and ten

Use knowledge of the relationships between the 5 and 10 times tables to solve problems

Explain how a factor of zero or one affects the product

Represent multiplication equations in different ways

Use knowledge of the 2, 5 and 10 times tables to solve problems

Use knowledge of the 2, 5 and 10 times tables to solve problems in a range of contexts

Explain what each factor represents in a multiplication story

Explain what each factor represents in a multiplication story when one of the factors is one

Explain how a multiplication equation with 2 as a factor is related to doubling

In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related. In the future unit pupils will learn how a multiplication equation with 2 as a factor relates to doubling and how a division equation with 2 as a divisor relates to halving. They will explain the relationship between factors and products.

In the prior unit pupils represented the 2x 10x table in different ways using 2x 10x table to solve problems. They explained the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order. In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related.

In this unit pupils will represent the 5-times table in different ways. They will explain the relationship between adjacent multiples of 5 and how 5- and 10-times tables are related.¬†

Representing counting in 5s as the 5 times table and link to the 10 times tables

Select the correct missing word or phrase. 5 is __________ 10

Which numbers are multiples of both 5 and 10?

Is the number 30 a multiple of 5, 10 or both?

If I count from 30 to 59, there are 6 multiples of 5 that I would say. This means that there are ___ multiples of 10 that I would say.

If I count from 60 to 99, there are 4 multiples of 10 that I would say. This means that there are ___ multiples of 5 that I would say.

Look at the number sequence: ___, 30, 35
To find the previous multiple of 5 you must ________ 5

Look at the number sequence: 50, 55, ___    To find the next multiple of 5 you must ________ 5

The next multiple of 10 from 40 is: 40, {{ }}

Pencils come in packs of 5  What is the missing multiple from the table? The missing multiple is {{ }}

Look at the representation below. Select the correct equation which shows this.

Explain how groups of five and ten are related

Lesson outcome