Math lesson plan · 5th grade (Year 6 in England) · 45 minutes
Multiply and divide by 10, 100, 1000
Number sense
CCSS 5.NBT.A.1CCSS 5.NBT.A.2England: Y5 Multiplication and divisionEngland: Y6 Fractions (including decimals)
Objective and success criteria
Students will: Multiply and divide by 10, 100, 1000.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Place value to one million; Tenths and hundredths as decimals
Leads to: Scientific notation (standard form); Decimals to thousandths; Convert metric units with decimals
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Place value to one million; Tenths and hundredths as decimals). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the value of the digit 6 in 609 432? → 600000Prompt: Count the places from the right: ones, tens, hundreds, thousands…
- Write in digits: eighty-six thousand one hundred seventy-three → 86173Prompt: Write the thousands part first, then the part after the word 'thousand'.
- What is the value of the digit 9 in 931 038? → 900000Prompt: Count the places from the right: ones, tens, hundreds, thousands…
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Multiply and divide by 10, 100, 1000. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 73.7 ÷ 10 = ?
- Step 1: Shift the digits 1 place.
- Step 2: 73.7 ÷ 10 = 7.37
- Answer: 7.37
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 91.9 ÷ 100 = ? → 0.919Prompt: Dividing by 100 moves every digit 2 places to the right.
- What is 6 × 10⁴? → 60000Prompt: 10⁴ means 4 tens multiplied together.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is 3 × 10⁵? → 300000Prompt: 10⁵ means 5 tens multiplied together.
- 6 × 10 = ? → 60Prompt: Multiplying by 10 moves every digit 1 place to the left.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Place value to one million.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Scientific notation (standard form); Decimals to thousandths; Convert metric units with decimals.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder