## Switch to our new maths teaching resources

Slide decks, worksheets, quizzes and lesson planning guidance designed for your classroom.

Play new resources video

## Lesson details

### Key learning points

- In this lesson, we will be required to explain and demonstrate the process of multiplication and division by 10, 100 and 1000 using different visual representations. This understanding will then enable us to derive facts from known multiplication facts which we can represent and explain. The expectation is that by the end of this lesson we will be confidently able to explain and demonstrate how to multiply and divide by 10, 100 and 1000.

### Licence

This content is made available by Oak National Academy Limited and its partners and licensed under Oakโs terms & conditions (Collection 1), except where otherwise stated.

Loading...

### 5 Questions

Q1.

Lucy created four different alternating factor and multiple chains. Her partner, Yasin, has spotted a mistake in one of her chains - can you tell which one?

12 - 2 - 18 - 9 - 27

30 - 15 - 45 - 9 - 18

48 - 8 - 24 - 4 - 12

Q2.

Gary created a multiples number chain but needs a little help completing it. What are the next two numbers? 3, 6, 18, .... , .....

21, 33

30, 42

Q3.

Samih generated a factors chain, starting at 120. But he also needs a little help finishing it off. Which two numbers should finish the chain? 120, 40, 20, .... , ....

15, 10

2, 10

5, 4

Q4.

The following sequence is a multiples chain. 3, 9, 27, 81, ..... ,334 But what is the missing value?

108

167

240

Q5.

The following sequence is an alternating multiple and factor chain. Can you identify the missing value? 42 - 7 - 28 - 4 - ? - 18 - 54 - 9

11

12

20

### 5 Questions

Q1.

Look at the value represented by the place value grid below. If I multiply the number by 100, what will the new product be?

2,400,000

24,000

Q2.

In mathematics, we use the term 'product' regularly. Look at the following calculation and identify which of the numbers listed would be classified as the product. 30 x 2 x 10 = 600

10

2

30

Q3.

Which of the facts can I derive from the representation below?

2 x 40 = 80

20 x 4 = 80

80 รท 2 = 40

None of the above

Q4.

Using the area model below, can you identify which of the number sentences is correct?

30 x 40 = 3 x 40 x 100

30 x 40 = 30 x 4 x 1

30 x 40 = 30 x 40 x 100

Q5.

When multiplying and dividing, we regularly use the terms 'greater than' and 'less than'. Which of the following statements has used the symbols incorrectly?

10 x 3 x 2 = 15 x 4

234 > 219

28194 < 28914