Teaching pack · Year 4 Numberseegongsik /au
Multiplying and Dividing by 10, 100 and 1000: a week of ready-to-teach maths
Five days of lessons for Year 4 Number. Print this pack and the week is prepared.
AC9M4N05
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
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Multiplying by 10”, “Why the digits shift”, “Dividing by 10”, “Multiplying by 100 and 1000”, “Count the zeros”.
seegongsik.com/au/y4/number/AC9M4N05
Aligned to Australian Curriculum V9 (AC9M4N05). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Multiplying by 10 | Practise the idea with talk, board and worksheet | Board: Multiplying by 10 |
| 2 | Why the digits shift | Practise the idea with talk, board and worksheet | Board: Why the digits shift |
| 3 | Dividing by 10 | Practise the idea with talk, board and worksheet | Board: Dividing by 10 |
| 4 | Multiplying by 100 and 1000 | Practise the idea with talk, board and worksheet | Board: Multiplying by 100 and 1000 |
| 5 | Count the zeros | Practise the idea with talk, board and worksheet | Board: Count the zeros |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on multiplying and dividing by 10, 100 and 1000. Ask: What did you practise today?
seegongsik.com/au/y4/number/AC9M4N05/pack
Day 1 · Teacher planDay 1 of 5
Multiplying by 10
Children practise “Multiplying by 10” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplying by 10 in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Multiplying by 10”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Multiplying by 10”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Multiplying by 10” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N05
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about multiplying by 10.
Day 1 · Worksheet
Multiplying by 10
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Why the digits shift
Children practise “Why the digits shift” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain why the digits shift in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Why the digits shift”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Why the digits shift”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Why the digits shift” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N05
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about why the digits shift.
Day 2 · Worksheet
Why the digits shift
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Dividing by 10
Children practise “Dividing by 10” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain dividing by 10 in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Dividing by 10”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Dividing by 10”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Dividing by 10” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N05
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about dividing by 10.
Day 3 · Worksheet
Dividing by 10
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Multiplying by 100 and 1000
Children practise “Multiplying by 100 and 1000” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplying by 100 and 1000 in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Multiplying by 100 and 1000”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Multiplying by 100 and 1000”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Multiplying by 100 and 1000” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N05
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about multiplying by 100 and 1000.
Day 4 · Worksheet
Multiplying by 100 and 1000
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Count the zeros
Children practise “Count the zeros” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain count the zeros in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Count the zeros”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Count the zeros”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Count the zeros” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N05
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about count the zeros.
Day 5 · Worksheet
Count the zeros
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Multiplying and Dividing by 10, 100 and 1000
Cut out. Hold up a card and give an example.
Multiplying by 10
Give an example.
Why the digits shift
Give an example.
Dividing by 10
Give an example.
Multiplying by 100 and 1000
Give an example.
Count the zeros
Give an example.
Store in an envelope labelled AC9M4N05.
Mini-check · End of week
Show what you know: Multiplying and Dividing by 10, 100 and 1000
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (multiplying and dividing by 10, 100 and 1000) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.