Multiplicative thinking resources

Students use doubling and halving to solve a number of multiplication problems.

Students use doubling and halving to solve multiplication problems.

Students find fractions of numbers of different farm animals and put them in their simplest form.

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

Students show how they solve equal sharing problems.

Students perform decimal multiplication and division involving the cost of material, without the use of a calculator.

Students use estimation strategies to calculate the number of vegetables they can buy with given amounts of money.

Students show or explain how two different fraction numbers can represent the same fraction.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students identify multiples of 5 and of 3, and explain their reasoning.

Students to show how to calculate problems that involve rates and ratios.

Students recommend which store offers the cheapest product based on calculations of percentage increase or decrease, and fully justify their answers.

Students use rounding to estimate totals then discuss this as a method of estimation.

Task: calculate answer to questions about speed, distance, and time. Assessment focus: using a formula.

Students calculate percentage increases and decreases for odd jobs and show their working.

Students calculate the number of containers needed for given amounts of fruit for a recipe.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students work out fractional values of whole numbers in a range of contexts and show their working.

Students show how to divide given amounts into the number of groups of a given size.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students discuss making an interval estimate in multiplication problems (i.e., getting a lower and an upper limit for the actual answer using the front-end and rounding-up estimation methods). They then use this method on two problems.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

This practical task involves students making estimates of sets of items and demonstrating their method(s) of estimation.