Examples of what pupils should know and be able to do
Probing questions
When you multiply a number by 0.1, is the answer larger or smaller than the original?
What do you divide by to get the same result as multiplying by 0.1?
If you divide a number by 0.01 is the answer larger or smaller than the original?
What number do you multiply by to get the same result as dividing by 0.01?
What if pupils find this a barrier?
Matching activities will generate discussion and help pupils identify equivalent calculations. Give pupils sets of cards to match to given answers, e.g. 72, 7.2, and 0.72. Calculation cards with calculations might include, for example:
72 × 0.1
720 × 0.01
72 ÷ 10
etc.
Ask pupils whether they expect the answer to be larger or smaller than the original and by how many places.
Use a spider diagram with a number such as 6.3 at the centre. Ask pupils to devise relevant multiplications and divisions that have this answer.
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