Simplifying multiplication and division using multiples of 10

Maths

Pupils use their understanding of place value and fluency with decimals from this unit in order to extend this understanding to fractions.  In the future unit, pupils will be asked to compare and order both fractions and decimals and will assess when conversion is required.

The prior unit on factors, multiples, squares and cubes helped pupils build on their understanding that any positive integer can be expressed as a product of its factors. This skill is used here to explore multiplying and dividing with decimals.

Arithmetic procedures with integers and decimals

Complete the statement. Dividing by 10 is equivalent to multiplying by {{ }}.

Given that the product of 3 and 5 is 15, complete the statement. The product of 0.003 and 500 is __________ 15.

Which of the following calculations have the decimal point in the correct place?

Use the multiples of $$10^n$$ to work out $$40\;000 \times 0.002=$${{ }}

Use the multiples of $$10^n$$ to work out $$480\;000 \div 1600 = $${{ }}

Select all the calculations which have a negative answer.

Match each multiplication to the correct product. 

Work out: $$(-100)\div5\div(-2)\div(-5)=$$ {{ }}

This lesson will be removed by end of Summer Term 2025.

Simplifying multiplication and division using multiples of 10

Lesson outcome

This lesson will be removed by end of Summer Term 2025.