Multiplying and dividing (age 10+)
Multiply and divide numbers by 10, 100, and 1000 giving answers up to three decimal places, understanding that digits shift position in the place-value chart
Share and support
Teaching Table
Set out your lesson
Multiply and divide by 10, 100 and 1000 by changing digit places. Keep zeros needed to hold places.
Ask for the value of 8 in 2.083: eight hundredths. Ask how many hundredths equal a tenth: ten. If either relationship is unclear, revisit Reading Decimal Places. The fourth decimal place used in two canonical examples is introduced here before use.
Check readiness directly. Prerequisite availability is not attainment.
Use these linked lessons over several short sessions. Start with the readiness check; if it is not secure, revisit the named prerequisites rather than treating source availability as learner readiness. Use Show, Guided, then Try. Read the active sheet on screen and answer on plain paper or by typing. No printer, cutting, purchase or internet is needed. The adult may read the exact prompt. Record any hints, scribing or calculation help. Oral explanations do not show independent reading or handwriting. Use extra space and time as needed; pause or split the lesson. Keep this adult guide and all keys private. Share only the active learner sheet. Before Try, put Show, Guided work and notes aside. Keep the Try givens available, including a unit table if supplied. Give no answer or target step during the first attempt. If help is needed, give it and mark the attempt supported. Review keys after the attempt. Record the actual response and help; do not invent success or infer mastery from one attempt. These are fictional paper or oral mathematics tasks. No personal information, public sharing, purchase, real transaction, physical experiment or real measurement is required.
Record the actual response and assistance. These tasks do not establish 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.
The canonical description says answers up to three decimal places, but one evidence example and the assessment require four. Canonical text is retained. The lesson explicitly teaches the extra place and exact four-place answers. This is a scope mismatch, not a false equation. No rounding is implied.
Record the actual response and assistance. These tasks do not establish mastery.
Compare teaching approaches
Teaching approaches
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1 approach
Multiply and divide by 10, 100 and 1000 by changing digit places. Keep zeros needed to hold places.
Multiply and divide by 10, 100 and 1000 by changing digit places. Keep zeros needed to hold places.
Family records and proof options
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Learning resources
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Check understanding
- Compute 3.456 × 100 = 345.6 correctly
- Compute 45.2 ÷ 1000 = 0.0452 correctly
- Explain why multiplying by 10 shifts each digit one place to the left
“Can your child work out '4.6 ÷ 1,000 = 0.0046' — knowing that each division by 10 shifts digits one place to the right, even past the decimal point?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Multiplication & Division
- Age range
- Ages 10–11
Standards