# Multiplying and dividing by 10, 100, 1000

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.

Quiz:

# Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

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?

1/5

Q2.Gary created a multiples number chain but needs a little help completing it. What are the next two numbers? 3, 6, 18, .... , .....

2/5

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, .... , ....

3/5

Q4.The following sequence is a multiples chain. 3, 9, 27, 81, ..... ,334 But what is the missing value?

4/5

Q5.The following sequence is an alternating multiple and factor chain. Can you identify the missing value? 42 - 7 - 28 - 4 - ? - 18 - 54 - 9

5/5

Quiz:

# Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

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?

1/5

Q2.Gary created a multiples number chain but needs a little help completing it. What are the next two numbers? 3, 6, 18, .... , .....

2/5

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, .... , ....

3/5

Q4.The following sequence is a multiples chain. 3, 9, 27, 81, ..... ,334 But what is the missing value?

4/5

Q5.The following sequence is an alternating multiple and factor chain. Can you identify the missing value? 42 - 7 - 28 - 4 - ? - 18 - 54 - 9

5/5

# Video

Click on the play button to start the video. If your teacher asks you to pause the video and look at the worksheet you should:

• Click "Close Video"
• Click "Next" to view the activity

Your video will re-appear on the next page, and will stay paused in the right place.

# Worksheet

These slides will take you through some tasks for the lesson. If you need to re-play the video, click the ‘Resume Video’ icon. If you are asked to add answers to the slides, first download or print out the worksheet. Once you have finished all the tasks, click ‘Next’ below.

Quiz:

# Multiply and Divide by 10, 100, 1000 Quiz

What a mammoth lesson that proved to be! Understanding how the value of a number becomes greater or smaller when multiplied or divided helped us to derive knew facts. Although you've worked really well today again, don't stop just yet because it is time for the quiz! Try to remember all of the key vocabulary used during the lesson to help you answer the questions confidently. Best of luck everyone.

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?

1/5

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

2/5

Q3.Which of the facts can I derive from the representation below?

3/5

Q4.Using the area model below, can you identify which of the number sentences is correct?

4/5

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?

5/5

Quiz:

# Multiply and Divide by 10, 100, 1000 Quiz

What a mammoth lesson that proved to be! Understanding how the value of a number becomes greater or smaller when multiplied or divided helped us to derive knew facts. Although you've worked really well today again, don't stop just yet because it is time for the quiz! Try to remember all of the key vocabulary used during the lesson to help you answer the questions confidently. Best of luck everyone.

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?

1/5

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

2/5

Q3.Which of the facts can I derive from the representation below?

3/5

Q4.Using the area model below, can you identify which of the number sentences is correct?

4/5

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?

5/5

# Lesson summary: Multiplying and dividing by 10, 100, 1000

## Time to move!

Did you know that exercise helps your concentration and ability to learn?

For 5 mins...

Move around:
Walk

On the spot:
Dance