Multiplying by 10, 100 or 1000

  • Multiplying by 10, 100 or 1000
  • Course: Mathematics
  • Grade: Year 6
  • Section: Multiplication
  • Outcome: Multiplying numbers by 100
  • Activity Type: Printable
  • Activity ID: 4189

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United Kingdom – National Curriculum expand/collapse

  • KS2.Y4 – KS2 Year 4
    • Year 4 programme of study
      • KS2.Y4.N.MD – Number - multiplication and division

        • Pupils should be taught to:

          • KS2.Y4.N.MD.2 – Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers

  • KS2.Y5 – KS2 Year 5
    • Year 5 programme of study
      • KS2.Y5.N.MD – Number - multiplication and division

        • Pupils should be taught to:

          • KS2.Y5.N.MD.7 – Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000

Australia – Australian Curriculum expand/collapse

  • Year 4
    • 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

  • 5 – Year 5
    • 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

  • 6 – Year 6
    • 6.NA – Number and algebra
      • 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to:

        • 6.NA.1.a – Combine or partition whole numbers, including performing mixed operations and using addition and subtraction as inverse operations

United States – Common Core State Standards expand/collapse

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

        • 5.NBT.1 – Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.