Place Value × 10 and ÷ 10
Recognise that in a multi-digit number, a digit in one place represents 10 times as much as in the place to its right and 1/10 of what it represents in the place to its left
Share and support
Teaching Table
Set out your lesson
Explain how a digit’s value changes between neighbouring places and across several places.
Learner readiness not observed. Ask for the values of the digit 3 in 30 and 3. If the values are not distinguished from the digit name, revisit the ×10 relationship first.
Check learner readiness separately; the existence of a prerequisite lesson is not evidence of attainment.
20–30; split if useful
Use S for the model, G for supported practice and T for a fresh attempt.
Optional pencil and scrap paper only. All scenarios, charts and blanks are supplied.
Put S, G and all adult keys away before T. Open only the T learner sheet.
Discuss the reasoning; use the adult key afterward and record only actual support and responses.
No printer, purchases, cutting, login or installation required. Use one sheet on screen at a time; answer aloud or write only responses on scrap paper.
Pause if tired or frustrated. Fictional contexts need no personal information, travel, measuring equipment or real purchases. Participation is optional.
Read prompts aloud without explaining answers; allow pointing, speech, zoom or adult scribing. Record adaptations separately from independent written evidence.
Record actual responses, assistance and access mode; never invent observations or infer mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
No learner results or lesson efficacy have been established.
Canonical assessment contains an arithmetic error: 50 is 100 times 0.5, not 10 times. Canonical text is preserved as provenance but that clause is blocked as written; corrected reasoning is taught separately.
Record actual responses, assistance and access mode; never invent observations or infer mastery.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
Reviewed external links that reinforce this concept. They do not replace Gakuva’s teaching approach.
No reviewed resources for this concept yet.
The teaching approach above still stands. Curated practice links will appear here as the shelf fills.
Check understanding
- Explain that the 4 in 0.04 is 1/10 of the 4 in 0.4
- State that a digit moving one place left is ×10 and one place right is ÷10
- Compare the value of the 6 in 6,000 and in 0.006
“Can your child explain that in 4.56, the digit 5 is worth 5 tenths — ten times less than the 5 in 54, and ten times more than the 5 in 0.056?”
Curriculum record
- Type
- Conceptual
- Subject
- Mathematics
- Domain
- Number Representation & Place Value
- Age range
- Ages 10–11