Planning tool

Students:

• describe patterns of multiplying or dividing numbers by multiples of 10
• use efficient computational strategies to solve problems that include multiplying or dividing numbers by multiples of 10.

Some students may:

• believe you should you just add a zero when multiplying by 10. This approach is limited in its usefulness and can cause problems when dealing with decimal numbers. Provide challenges to this line of thinking and present a decimal number. For example, 3.5 x 10 isn’t 3.50, because simply inserting a zero on the end gives exactly the same value.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning to develop understanding of multiplying and dividing natural numbers by multiples of 10.

Why are we learning about this?

• This builds number sense and helps us find efficient ways to solve problems.

What to do

1. Create a series of cards that match answers to the numbers in the grid.
2. Each equation should be written with a multiple of 10, either multiplication or division. For example, an answer for 300 could be 3,000 ÷ 10 or 30 x 10.
3. Create 30 cards and play bingo with a friend.
4. Whoever is first to get a row and then fill the whole card is the winner.

5. Create a series of cards that match answers to the numbers in the grid above.
    Each equation should be written with a multiple of 10, either multiplication or division.
    For example, an answer for 300 could be 3000 ÷ 10 or 30 x 10.

Success criteria

I can:

• use my knowledge of multiples of 10 when multiplying and dividing numbers.