Multiplying and Dividing by 10, 100 and 1000 Quick Quiz
Use this handy quick quiz as a consolidation or reflection activity after the teaching and learning explored within the Multiplying and Dividing by 10, 100 and 1000 unit created for Year 4. They are also a great way to begin your Maths lesson as a warmup. Students can verbally say the answers or record them using a workbook or small whiteboard.
Learning goals
- We are learning to partition, rearrange and regroup numbers to at least tens of thousands using place value groupings.
- We are learning to recognise and explain multiplying and dividing by 10 using place value charts, numeral expanders or sliders and to use a calculator to understand the relationship between the place value of digits when multiplying and dividing by 10.
Curriculum alignment
AC9M4N05
9
Solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
ACMNA073
8.4
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems
MA2-1WM
old
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-2WM
old
Selects and uses appropriate mental or written strategies, or technology, to solve problems
MA2-3WM
old
Checks the accuracy of a statement and explains the reasoning used
MA2-5NA
old
Uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers
MA2-RN-01
new
Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands
MA2-RN-02
new
Represents and compares decimals up to 2 decimal places using place value
MA2-MR-01
new
Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems
MA2-MR-02
new
Completes number sentences involving multiplication and division by finding missing values
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.