Scale known multiplication facts by 100

Maths

In this unit pupils will explain the relationship between multiplying and dividing a number by 10 and multiples of 10.  In the future unit pupils will describe represent and order tenths as decimal fractions. They will round decimal numbers with tenths to the nearest whole number.

In the prior unit pupils used knowledge of the distributive law to calculate products beyond known times tables facts. In this unit pupils will explain the relationship between multiplying and dividing a number by 10 and multiples of 10. 

Understand what happens when a number is multiplied or divided by 10 and 100

What is the missing factor in the multiplication shown? 4 × {{ }} = 400

4 has been scaled up by 100 to become 400

4 has been scaled down by 100 to become 400

4 has been scaled down by 10 to become 400

Which of the following statements describes the image below?

Tick the multiplication equations being shown by the array.

Sofia is carrying boxes of sauce sachets into the school kitchen. Each box contains 600 sachets. She carries in 8 boxes. How many sachets is that in total? {{ }} sachets

Which of the numbers in the following equation are factors? 40 × 7 = 280

Match the times table expression with the correct product.

Which of these times table facts is being shown by the array?

Match the expressions showing commutativity.

Tick the expressions that this array is showing.

True or false? To multiply a whole number by 100, you add two zeros.

This lesson will be removed by end of Summer Term 2025.

Scale known multiplication facts by 100

Lesson outcome

This lesson will be removed by end of Summer Term 2025.