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## Multiplying by 10

• Multiplying by 10
• Course: Mathematics
• Grade: Year 6
• Section: Number and place value
• Outcome: Multiplying numbers by 10
• Activity Type: Printable
• Activity ID: 3976

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#### United Kingdom – National Curriculum expand/collapse

• ##### KS2.Ma2 – Number and algebra
• Knowledge, skills and understanding

• Numbers and the number system

• KS2.Ma2.2 – Pupils should be taught to:

• Integers

• KS2.Ma2.2.c – Read, write and order whole numbers, recognising that the position of a digit gives its value; use correctly the symbols <, >, =; multiply and divide any integer by 10 or 100 then extend to multiplying and dividing by 1000; round integers to the nearest 10 or 100 and then 1000; order a set of negative integers, explaining methods and reasoning; multiply and divide decimals by 10 or 100

• Calculations

• KS2.Ma2.3 – Pupils should be taught to:

• Number operations and the relationships between them

• KS2.Ma2.3.a – Develop further their understanding of the four number operations and the relationships between them including inverses; use the related vocabulary; choose suitable number operations to solve a given problem, and recognise similar problems to which they apply

• Written methods

• KS2.Ma2.3.j – Use written methods for short multiplication and division by a single-digit integer of two-digit then three-digit then four-digit integers, then of numbers with decimals; then use long multiplication, at first for two-digit by two-digit integer calculations, then for three-digit by two-digit calculations; extend division to informal methods of dividing by a two-digit divisor [for example, 64 ÷ 16]; use approximations and other strategies to check that their answers are reasonable

#### Australia – Australian Curriculum expand/collapse

• ##### Number and Algebra
• Number and place value

• ACMNA075 – Recall multiplication facts up to 10 * 10 and related division facts

• ACMNA076 – Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

#### New Zealand – National Standards expand/collapse

• ##### 4.NA – Number and algebra
• 4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:

• 4.NA.1.a – Combine or partition whole numbers

• ##### 5.NA – Number and algebra
• 5.NA.1 – Apply additive and simple multiplicative strategies and knowledge of symmetry to:

• 5.NA.1.a – Combine or partition whole numbers

#### United States – Common Core State Standards expand/collapse

• ##### 3.OA – Operations & Algebraic Thinking
• Mathematics

• 3.OA.7 – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

• ##### 3.NBT – Number & Operations in Base Ten
• Mathematics

• 3.NBT.3 – Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

• ##### 4.OA – Operations & Algebraic Thinking
• Mathematics

• 4.OA.2 – Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• ##### 5.NBT – Number & Operations in Base Ten
• Mathematics

• 5.NBT.2 – Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.