Year 5

Multiplying and dividing by 10, 100, 1000

Year 5

Multiplying and dividing by 10, 100, 1000

Lesson details

Key learning points

  1. 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 Oak’s terms & conditions (Collection 1), except where otherwise stated.

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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
Correct answer: 32 - 4 - 12 - 5 - 20
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
Correct answer: 36, 72
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, .... , ....
Correct answer: 10, 2
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
Correct answer: 162
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
Correct answer: 36

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?
An image in a quiz
2,400,000
24,000
Correct answer: 240,000
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
Correct answer: 600
Q3.
Which of the facts can I derive from the representation below?
An image in a quiz
2 x 40 = 80
20 x 4 = 80
80 ÷ 2 = 40
Correct answer: All of the above
None of the above
Q4.
Using the area model below, can you identify which of the number sentences is correct?
An image in a quiz
Correct answer: 30 x 40 = 3 x 4 x 10 x 10
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
Correct answer: 1731 < 1713
234 > 219
28194 < 28914