The purpose of this activity is to support students to use multiplication by ten to find an amount ten times bigger than a given amount.
- Place value materials (e.g., BeaNZ, Iceblock sticks, place value blocks)
- Place value board (page 2)
- Pose problems that involve ‘ten times more’, such as:
Here are seven unit cubes. If I make each cube ten times what it is, what number will I have?
Ask students to predict the answer.
- Model the situation with place value materials by putting seven unit cubes in the ones place of the place value chart.
Exchange each unit cube for a long (ten) and move the longs into the ten’s column.
What number is ten times seven?
What equation can we write for this problem?
Key in 10 x 7 = 70 on the calculator and record the equation.
- Let the students solve similar problems with materials and record the operation using equations. After three examples they should anticipate the answer.
Examples might be:
What number is ten times six?
What number is ten times nine?
Discuss the meaning of the -ty numbers as groups of ten, e.g. sixty as six tens.
You might record 6 x 10 = 60 (six groups of ten) and 10 x 6 = 60 (ten times six) to help students see the connection to the commutative property.
Increasing the level of abstraction by covering the materials, asking anticipatory questions, and working with more complex facts. Progress to working with the word problems or equations alone, e.g., What number is ten times eight?
Provide contexts in which multiplication by ten might be used, for example:
- Here are eight $10 notes. How much money is that?
- Each packet has ten biscuits. There are seven packets. How many biscuits is that?