MathsYear 4Autumn Block 4 (Multiplication and Division)02 Multiply by 100 › Multiply by 100 Year 4 Multiplication and Division Learning Video Clip

Multiply by 100 Year 4 Multiplication and Division Learning Video Clip

Multiply by 100 Year 4 Multiplication and Division Learning Video Clip

Step 2: Multiply by 100 Year 4 Multiplication and Division Learning Video Clip

Hamish and Syeda have landed in Japan and make their way to their hotel. They will need to convert between GBP (£) and Japanese Yen (¥) to pay for their stay. After the long trip they decide to buy some WiFi to help them relax before the games begin.

More resources for Autumn Block 4 Step 2.

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Discussion points for teachers

1. Help Syeda to complete Hamish’s challenge by converting the length from metres to centimetres.
Discuss how to convert between metres and centimetres. Discuss which parts of the dimensions need to be multiplied and which do not.
Length = 1,200cm; width = 255cm; height = 381cm

2. Help Hamish and Syeda to convert the price into Japanese yen by multiplying the price by 100.
Discuss efficient strategies for multiplying by 100. Discuss potential misconceptions with the place holder 0 when multiplying by 100.
£94 = ¥9,400

3. Help Syeda and Hamish calculate how much they need to pay for their WiFi by multiplying by 100.
Discuss efficient strategies for multiplying by 100. Discuss how much Hamish actually wants to pay for, not what the game normally needs.
Syeda = 78MB = ¥7,800; Hamish = 70MB = ¥7,000

4. If the hotel has 90 rooms, how many boxes will the hotel need each week if they change the soap in each room every day?
Discuss how many days there are in a week. Discuss how many boxes the hotel would need to restock the rooms each day.
630 soaps would be needed over the whole week so the hotel will need 7 boxes in total in a week.

5. This hotel is at least half full of athletes, so how many tickets must have been sold?
Discuss how to work out half of the number of rooms in the hotel. Discuss what the term at least means. Discuss the possible number of athletes and how to multiply that number by 100. This question is open-ended for the children to explore.
Various answers, for example: 5,000 tickets.

Optional discussion points:
Discuss with children if they notice a pattern between multiplying by 10 and multiplying by 100. Discuss the differences between the Japanese and English coins and notes, especially in their denominations and size/shapes.

National Curriculum Objectives

Mathematics Year 4: (4C6a) Recall multiplication and division facts for multiplication tables up to 12 × 12

Mathematics Year 4: (4C6b) Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

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