The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
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1 | Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (1) |

2 | Pupils explain the effect of multiplying and dividing a number by 10, 100 and 1,000 (2) |

3 | Pupils explain how to multiply and divide a number by 10, 100 and 1,000 (first ‘number’ two or more non-zero digits) |

4 | Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (length) |

5 | Pupils use their knowledge of multiplication and division by 10/100/1,000 to convert between units of measure (mass and capacity) |

6 | Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (tenths) |

7 | Pupils explain how to use known multiplication facts and unitising to multiply decimal fractions by whole numbers (hundredths) |

8 | Pupils use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems |

9 | Pupils explain the relationship between multiplying by 0.1 dividing by 10 |

10 | Pupils explain the relationship between multiplying by 0.01 dividing by 100 |

11 | Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (1) |

12 | Pupils explain how to use multiplying by 10 or 100 to multiply one-digit numbers by decimal fractions (2) |

13 | Pupils explain how to use the size of the multiplier to predict the size of the product compared to the multiplicand |

14 | Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (1) |

15 | Pupils explain how to use multiplying by 10 or 100 to divide decimal fractions by one-digit numbers (2) |