Multiplying and dividing

MathematicsMultiplication & DivisionAges 9–10

Multiply and divide whole numbers and those involving decimals by 10, 100, and 1000

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Teaching Table

Set out your lesson

Multiply and divide by 10, 100 and 1000 by reasoning about each digit’s place value.

Activity

Learner readiness not observed. Ask what 4 ÷ 10 means and why 40 is ten times 4. Revisit division by ten or the ×10 place relationship if needed.

Policy

Check learner readiness separately; the existence of a prerequisite lesson is not evidence of attainment.

Estimated Minutes

20–30; split if useful

Sequence

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

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.

Safety

Pause if tired or frustrated. Fictional contexts need no personal information, travel, measuring equipment or real purchases. Participation is optional.

Access

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.
Finite positive-number calculations cover each named factor and direction; speed and general fluency remain unobserved.

Record actual responses, assistance and access mode; never invent observations or infer mastery.

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Entire curriculum

1590 concepts · 8 subjects

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Teaching approaches

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Selected Default Gakuva

Multiply and divide by 10, 100 and 1000 by reasoning about each digit’s place value.

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Learning resources

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Check understanding

Calculate 3.45 × 100 = 345
Calculate 72 ÷ 1000 = 0.072
Explain that multiplying by 10 shifts each digit one place to the left

“Can your child quickly work out '4.7 × 100' or '3,600 ÷ 1,000' — knowing that digits shift left or right in the place-value chart depending on whether they're multiplying or dividing?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Multiplication & Division
Age range: Ages 9–10