Multiplication Of Whole Numbers, Decimals, Squares And Square Roots Worksheet With Answers Page 2
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41practice in using it. Express each multiple of 10 as a
This triangle gives the following times table facts:
7 × 3 = 21, 3 × 7 = 21, 21 ÷ 7 = 3 and 21 ÷ 3 = 7.
multiplication involving 10, for example:
90 = 9 × 10
However, in this lesson we will be focusing on
30 = 3 × 10
multiplication facts.
So 90 × 30 = 9 × 10 × 3 × 10
Shuffle the cards and hold them up one at a time.
Group the single-digit numbers together and the
Call out a multiplication associated with that card,
tens together.
asking pupils to give the product. For example, ask:
= 9 × 3 × 10 × 10 = 27 × 100 = 2 700
“What is seven times three?” and the pupils answer
Note: Avoid teaching the method that involves
“21”. Repeat for the other multiplication (for
‘taking off ’ the zeros in the starting numbers and
example three times seven). Work through all the
then ‘adding them on’ at the end, as this will not
cards in this manner, keeping the pace brisk.
give pupils an understanding of what they are
Shuffle the cards. Once again hold up each card in
doing, and will only serve to confuse pupils later
turn, but this time obscure the top number (i.e. the
on, when they begin to multiply by decimals.
product) on each one. Ask pupils to write down or
Lesson focus
call out the missing number.
The focus of this lesson is to identify any
Lesson focus
difficulties pupils may have with multiplication.
Read through the introductory text with your class.
Support activity
Work through the worked example on pages 83
Provide pupils who are struggling with a times
and 84 with them, making sure that all your pupils
table reference sheet so that they can look up the
are comfortable with the multiplication of 2-digit
relevant multiplication facts. Have them spend
and 3-digit numbers by a single-digit number.
a short amount of time every day practising
Answers
times tables. Some pupils learn best from seeing
information, some from hearing it, some from
Exercise 1
reading it, and others from carrying out physical
1. a) 258; b) 490; c) 474
actions. It is best to include a variety of different
2. a) 144; b) 738; c) 435
approaches to times table practice.
3. a) 48 kilometres; b) 512 oranges
Workbook
Lesson 2
Pupil’s Book pages 83 and 84;
1. a) 2 × 7 = 14; b) 3 × 2 = 6; c) 4 × 3 = 12;
Workbook page 24
d) 5 × 5 = 25; e) 6 × 5 = 30; f ) 7 × 4 = 28;
g) 8 × 2 = 16; h) 9 × 5 = 40; i) 10 × 7 = 70;
Preparation
j) 11 × 6 = 66; k) 12 × 4 = 48; l) 4 × 8 = 32
You will need to have:
•
Made the triangle times table cards for the
starter activity.
Assessment
Starter activity
Observe pupils as they solve word problems
involving multiplication of 3-digit whole
Choose a single times table (3, 4, 6, 7, 8 or 9).
numbers by single digit numbers. Look at
Make a set of 11 times table triangle cards for all of
pupils’ answers to Exercise 1.
the facts in that table from 0 × to 10 ×.
Pupils should be able to solve word problems
The cards should
21
involving multiplying 3-digit whole numbers
look like this:
7
3
by single digit numbers.
The number at the top of the triangle is the
Ensure pupils can correctly identify the
product of the two numbers at the bottom.
number of different multiplication sentences
that they can write, given certain digits.
57
Unit 13: Multiplication of whole numbers
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