The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (1) |
| 2 | Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (2) |
| 3 | Pupils explain how to multiply and divide a number by 10, 100 and 1,000 (first ‘number’ two or more non-zero digits) |
| 4 | Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (length) |
| 5 | Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (mass and capacity) |
| 6 | Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (tenths) |
| 7 | Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (hundredths) |
| 8 | Pupils use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems |
| 9 | Pupils explain the relationship between multiplying by 0.1 dividing by 10 |
| 10 | Pupils explain the relationship between multiplying by 0.01 dividing by 100 |
| 11 | Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (1) |
| 12 | Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (2) |
| 13 | Pupils explain how to use the size of the multiplier to predict the size of the product compared to the multiplicand |
| 14 | Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (1) |
| 15 | Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (2) |
