Examples of what pupils should know and be able to do
Respond to oral and written questions such as:
- How many times larger is 2600 than 26?
- Tins of dog food at 42p each are put in packs of 10. Ten packs are put in a box. How much does one box of dog food cost? 10 boxes? 100 boxes?
- How many £10 notes notes would you receive in exchange for £120? £1200? How many £1 coins? 10p coins? 1p coins?
- Missing number question - Rtf (rich text format) document (40Kb) (parts c and d)
Probing questions
Why do 6 × 100 and 60 × 10 give the same answer? What about 30 ÷ 10 and 300 ÷ 100?
I have 37 on my calculator display. What single multiplication should I key in to change it to 3700? Explain why this works.
Can you tell me a quick way of multiplying a number by 10? By 100?
Can you tell me a quick way of dividing a number by 10? By 100?
What if pupils find this a barrier?
Use place value cards.
It will also be helpful to observe and discuss the effect of multiplying and dividing by 10 or 100 using a calculator.
It is important that the pupil understands the effect of moving digits on the place value.
Domino activities can be useful (dominos with a calculation on one half and an answer on the other half) as they require pupils to find a possible calculation for a specific answer.
Place Value ITP - Zip file (458Kb) will help pupils to see the value of each digit.
Use Moving Digits ITP - Zip file (457Kb) to reinforce that it is the digits that 'move'.
- T5 Add-on 1 - Microsoft word document (90Kb)
- TL4Y7 Number 1 N1.5 - Acrobat pdf document (49Kb)
- Teaching mental calculation strategies loop cards set 10 - Acrobat pdf document (25Kb) can be used to practise concepts
<< Previous Step | Next Step >>