CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE
Additional teaching
ideas
1.1 Understanding place value
Starter idea
Multiplication and division by 10 and 100
(10 minutes)
Resources: Resource sheet 1A, large 1–6 dice
Description: Enlarge a copy of Resource sheet 1A so
it is large enough for the whole class to see.
Divide the class into two teams. Team members
take it in turns to roll the dice and decide whether
to multiply or divide the number on the dice by 10
or 100 to make a number on the grid. That number
is shaded in the team colour. The winning team is
the first team to make a line of four horizontally,
vertically or diagonally.
Ask learners to say their calculation so other learners
can check it. For example, ‘Four divided by one
hundred is zero point zero four.’ If learners do not
fully understand the concept, provide a place value
grid that includes tenths and hundredths:
1s 1 s
100s 10s 1s
10 100
H T O t h
Main teaching ideas
Multiplying and dividing whole numbers
by 10, 100 and 1000 (20–30 minutes)
Learning intention: Use knowledge of place value to
multiply and divide whole numbers by 10, 100 and
1000.
Resources: Resource sheet 1C, calculators.
Description: It is a good idea to start this activity
using the Multiplication and division by 10 and 100
starter idea, which revises multiplication and division
by 10 and 100.
1 Cambridge Primary Mathematics 5 – Wood & Low © Cambridge University Press 2021
Remind learners of the rules they used for
multiplying and dividing by 10 and 100 in Stage 4,
then extend to multiplying and dividing by 1000:
10 000s 1000s 100s 10s 1s
3 4
3 4 0
To multiply by 10, move each digit one place to
the left. You may need to use a zero as a place holder.
Repeat for multiplying by 100.
How can I multiply 34 by 1000?
Answer: Move each digit three places to the left.
10 000s 1000s 100s 10s 1s
3 4
3 4 0 0 0
To multiply by 1000, move each digit three places to
the left. You may need to use a zero as a place holder.
Emphasise that multiplying by 1000 is equivalent to
multiplying by 10, then 10 again and then 10 again.
Write the number 58 000 on the board. Ask learners
to use a calculator to work out 58 000 ÷ 10 and
58 000 ÷ 100.
Record the results so the pattern of digits is clear.
Demonstrate that dividing by 10 and then by 10
again is equivalent to dividing by 100.
Continue the table to show 58 000 ÷ 1000 and
emphasise that dividing by 1000 is equivalent to
dividing by 10, then 10 again and then 10 again.
 CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

To divide by 1000, 10 000s 1000s 100s 10s 1s

move each digit
three places to 5 8 0 0 0
the right.
5 8 0 0
58 000 ÷ 1000 = 58
5 8 0

5 8
To divide by 100,
move each digit To divide by 10, move each
two places to digit one place to the right.
the right.
58 000 ÷ 10 = 5800
58 000 ÷ 100 = 580 5800 ÷ 10 = 580
5800 ÷ 100 = 58 580 ÷ 10 = 58

Learners work in pairs using the cards cut from the • What is this number?
activity in Resource sheet 1C. They each take a card
in turn and say whether the statement is true or false. Answer: zero point four six
• If the statement is true, they explain how
they know. • Write it down.
• If the statement is false, they give the
Answer: 0.46
correct answer.
Review the answers, then work with learners to
• What is the value of the 4? What is the value of
complete number sentences like these, asking for an
the 6?
explanation each time:
Answer: four tenths, six hundredths
• 63 000 ÷ 100 =
Establish that there are many ways of saying/writing
• 36 000 ÷ = 360 the number:
• zero point four six
• four tenths and six hundredths
Answer: 630, 100
• forty six hundredths
Now ask learners to complete questions 5 and 6 of • 0.46
Exercise 1.1 in the Learner’s Book. • 0.4 + 0.06
4 6
Differentiation ideas: Plan questioning to support • +
10 100
learners who find the concept difficult. For example,
46
mark on your lesson plan particular questions that •
100
are straightforward. Challenge more confident
learners to write questions involving decimals Repeat for other numbers.
multiplied and divided by 10 and exchange them with Write the number 0.46 on a place value grid:
a partner.
1s 1 s
100s 10s 1s
Multiplying and dividing decimal numbers 10 100
by 10 and 100 (20–30 minutes) 0 4 6
Learning intention: Use knowledge of place value to
multiply and divide decimals by 10 and 100.
Ask ‘how do I multiply 0.46 by 10?’
Resources: Resource sheet 1D, counters (optional).
Description: Display the place value chart used in the Answer: Move each digit one place to the left.
Place value main teaching idea. Shade the digits that
make the number 0.46 and ask:

2 Cambridge Primary Mathematics 5 – Wood & Low © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

Show this on the grid: Repeat for other numbers.

Ask learners to play the game in Resource sheet 1D.
1s 1 s
100s 10s 1s Now ask learners to complete Exercise 1.1 in the
10 100
Learner’s Book.
0 4 6
Differentiation ideas: Give learners time to get
started and then consider sitting with pairs who
4 6 would benefit from extra support. Use carefully
targeted questions, such as:
0.46 × 10 = 4.6
• Why did you choose this pair?
Extend the grid and multiply by 10 again: • How will you work out the answer?
You can challenge more confident learners to work
1s 1 s in pairs to produce a game for the rest of the class
100s 10s 1s
10 100 to use.
0 4 6
Plenary idea
4 6 Just a minute vocabulary (10 minutes)
Resources: Envelopes containing key words written
4 6
on cards.
0.46 × 10 = 4.6 Description: Arrange learners in groups of three or
four, each with an envelope containing key words
4.6 × 10 = 46 from the section. Learners take turns to take a word
from the envelope and explain its meaning without
Establish that multiplying by 10 then multiplying by using that word. The first learner to correctly work
10 again is equivalent to multiplying by 100, and that out the word scores one point.
0.46 × 100 = 46.
Assessment ideas: Circulate around the groups to
Repeat for division by 10 and 100: assess whether learners are using the vocabulary
• 38 ÷ 10 = 3.8 correctly.
• 38 ÷ 100 = 0.38
Emphasise the need for 0 as a place holder in the
ones column.

1s 1 s
100s 10s 1s
10 100

3 8

3 8

0 3 8

38 ÷ 10 = 3.8

3.8 ÷ 10 = 0.38

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 CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

Additional teaching
ideas
1.2 Rounding decimal numbers
Starter idea Allow time for thinking and then discuss the results
with the class, focusing on a diagram that shows the
Rounding bingo (10 minutes) results visually:
Resources: None.
rounds up to 34 rounds down to 34
Description: Each learner draws a 2 by 2 grid and
writes a number between 0 and 10 in each cell. 33.4 33.5 33.6 33.7 33.8 33.9 34 34.1 34.2 34.3 34.4 34.5
Call out a number between 0 and 10 with one 33.4 rounds 34.5 rounds
decimal place. Learners cross out a number on their down to 33 up to 35
grid if the number you read rounds to their number.
When all the numbers are crossed out, the learner Answer: Starting number could be: 33.5, 33.6, 33.7,
calls ‘bingo’ or another agreed word. 33.8, 33.9, 34, 34.1, 34.2, 34.3, 34.4; Smallest number:
Look out for learners who do not fully understand 33.5; Largest number: 34.4
rounding decimals to the nearest whole number and
simply ignore any decimal places, leaving the whole Make sure learners realise that the ‘start number’
number part of the original number. You may want could be more than or less than the rounded number.
to use a number line to address this, for example
Ask further questions such as:
by showing that 10.6 is closer to 11 than 10 and so
rounds up to 11 to the nearest whole number. • Find a number with one decimal place that
rounds to 5.
Main teaching ideas
Answer: 4.5, 4.6, 4.7, 4.8, 4.9, 5.0, 5.1, 5.2, 5.3, 5.4
Working backwards from a rounded
number (20 minutes) • Find a number with one decimal place that
Learning intention: Take a number that has been rounds to 20.
rounded to the nearest whole number and find what
the ‘start number’ could be. Answer: 19.5, 19.6, 19.7, 19.8, 19.9, 20.0, 20.1, 20.2,
20.3, 20.4
Resources: You might like to prepare the questions on
a whiteboard.
Description: Ask learners to work in pairs on
this problem:

I started with a number with one decimal place

and rounded it to the nearest whole number. I
got the answer 34.
• What number could I have started with?
• What is the smallest number I could have
started with?
• What is the largest number I could have
started with?

1 Cambridge Primary Mathematics 5 – Wood & Low © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

Ask learners to work in pairs on this problem:

Alana measures each of the sides of a regular hexagon to the nearest centimetre. She uses
these measurements to work out the perimeter of the hexagon. Her answer is 54 centimetres.

What is the smallest length of side that Alana could measure? Give your answer in
millimetres.

After some time, discuss the results with the class.

Answer: Perimeter of regular hexagon = 54 cm; Length of one side = 54 ÷ 6 = 9 cm; 9 cm could be
any measurement from 8.5 cm to 9.4 cm; 8.5 cm = 85 mm

Ask learners to complete questions 4 and 5 of Exercise 1.2 in the Learner’s Book.

Differentiation ideas: Give learners time to get started. If they get stuck, particularly on question 5
in the Learner’s Book, you may need to offer support using carefully targeted questions. For example:
• What is 74.5 to the nearest whole number?
• Show me your answer on a number line.
• What mistake has Marcus made?
You may need to support learners to write a correct, concise answer by asking them to give the
answer orally first.
You can challenge more confident learners to work in pairs to produce questions, similar to the
ones used in the class discussion, for the rest of the class to use.

Using decimals to solve problems (20–30 minutes)

Learning intention: Solve problems, including real-life problems, related to decimals.
Resources: Resource sheet 1E.
Description: Ask learners to imagine they have three digit cards: 3, 4 and 7.
Ask them to arrange the three digits to make a number of dollars.

Discuss with learners how they could find the nearest whole number of dollars using a number line.
Example: Convert $3.47 to $3 and 47 cents to show that it is closer to $3 than to $4.
closer to $3 than to $4 3 dollars
47 cents
3 dollars
50 cents

$3.00 $3.10 $3.20 $3.30 $3.40 $3.50 $3.60 $3.70 $3.80 $3.90 $4.00

$3.47

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 CAMBRIDGE PRIMARY MATHEMATICS 5: TEACHER’S RESOURCE

Now ask learners, ‘How many different decimal numbers and nearest whole numbers can you find?’

Answer: Six different numbers of dollars: 3.47, 3.74, 4.37, 4.73, 7.34, 7.43
Four different whole numbers of dollars: 3, 4, 5 and 7
3.47 rounds to 3
3.74 and 4.37 round to 4
4.73 rounds to 5
7.34 and 7.43 round to 7

Learners work in pairs to solve the five puzzles on Resource sheet 1E. While learners are working,
select one pair to present their findings to one question to the rest of the class in the plenary.

Answers:
1
Number of piles Number of cents Amount in dollars
(Saima) (Pedro) (Teacher)
15 150 $1.50
8 80 $0.80
5 50 $0.50

2 34
3
8.5 ÷ 10 = 0.85 75 × 10 = 750 8.3 × 10 = 83 10 ÷ 10 = 1 75 ÷ 10 = 7.5
4.9 × 10 = 49 10 × 10 = 100 0.9 ÷ 10 = 0.09 8.3 × 100 = 830 8.5 × 10 = 85
4.9 ÷ 10 = 0.49 8.3 ÷ 10 = 0.83 0.9 × 100 = 90 0.9 × 10 = 9 75 ÷ 100 = 0.75
8.5 × 100 = 850 75 × 100 = 7500 10 ÷ 100 = 0.1 4.9 × 100 = 490 10 × 100 = 1000
4 0.67
5 Various answers.

Ask learners to complete Exercise 1.2 in the Learner’s Book.

Differentiation ideas: Support learners by pairing them with a more able learner who is willing
to help them. Alternatively put them into a small group and work with them yourself. Ask more
confident learners to investigate the money problem above.

Plenary
The answer is (10 minutes)
Resources: None.
Description: Say, ‘The answer is 5. What is the question?’
Ask learners to try to check that at least one of their questions involves rounding. Allow thinking
time, then ask learners to share a question with the class.
Assessment idea: You will be able to judge the quality and accuracy of the questions.

3 Cambridge Primary Mathematics 5 – Wood & Low © Cambridge University Press 2021