Multiplication Of Whole Numbers, Decimals, Squares And Square Roots Worksheet With Answers Page 15
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412. a) 126; b) 50 rem 2; c) 98 rem 2; d) 48 rem 3;
Repeat the dividing activity, challenging the class to
e) 209 rem 1; f ) 93 rem 3
beat their previous time.
3. a) 294 ÷ 7 = 42 km; b) 336 ÷ 6 = 56 kg
Lesson focus
Workbook
Read through the introductory text with your class,
1. k) 28 rem 1; l) rem 1; m) 75; n) 88; o) 22 rem 4;
and work through the worked example with them.
p) 72 rem 4; q) 33 rem 4; r) 10 rem 49;
Make sure that your pupils are all able to use the
s) 5 rem 5; t) 8 rem 7
method shown in the worked examples.
Give them several similar divisions to do, preferably
Assessment
with a partner, so that they can discuss what they
Pupils should be able to divide any 3-digit
are doing. Confirm the correct answer for each
number by a 1-digit numbers. Look at pupils’
example. Make sure that every example you give
answers to Exercise 2.
divides exactly.
Once your pupils have done Exercise 3, ask them to
Extension activity
do the Puzzle. The Puzzle is suitable for all pupils.
Pupils who complete Exercise 2 quickly can
move on to the Challenge and design some of
Answers
their own puzzles.
Exercise 3
Homework activity
1. 82 bags; 2. 26 weeks 2 days; 3. 630 ÷ 18 = N 35;
Pupils are to complete questions 1. k)–t) on
4. 910 ÷ 70 = 13 boxes; 5. a) 165 ÷ 7 = 23
page 28 of the WB.
rem 4, so 23 groups; b) 4 pupils were left;
6. 640 ÷ 10 = 64 packets
Lesson 3
Pupil’s Book pages 105 and 106;
Puzzle
Workbook page 28
Adding 1 and multiplying by 10 adds 10 to the
original number.
Preparation
You will need to have:
Adding 10 means 20 is now added to the original
•
A set of about two dozen large cards showing
number.
2-digit whole numbers
Dividing by 10 then means 2 is added to the
•
On the back of each card write the number
from the front of the card multiplied by ten.
original number.
Taking away the original number will therefore
Starter activity
always leave 2.
Start a timer. Hold up the cards you have prepared
one at a time, showing the front of the cards, and
Workbook
asking pupils to multiply the number on the card
_
1
2. 114 m; 3. 112 marbles; 4. N 109; 5. 5
hours
2
by ten and then call out the answer. As soon as you
have the correct answer, show the next card. Stop
the timer as soon as all the cards have been used.
Assessment
Make a note of the time taken. Shuffle the cards
Pupils should be able to divide numbers by
and repeat the activity, but this time showing pupils
10 and multiples of 10. Observe pupils as
the back of the cards (the multiples of ten) and
they divide by multiples of 10. Look at their
asking them to divide the number on the card by
answers to Exercise 3.
ten. Compare times for multiplying and dividing.
70
Unit 16: Dividing whole numbers
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