Multiplicative thinking resources

Students answer questions about time and average speed given a rate of walking.

Students calculate fractions of a total number of cars. They also calculate the total number of cars, given an identified fraction of this total.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students carry out calculations involving multiplication of whole numbers by decimal numbers.

Students show how they would carry out estimation of multiplication tasks.

Students use prices of vegetables to perform all four arithmetic operations on decimal numbers.

Students convert millilitres to litres and vice versa when working out quantities of bottles and glasses of fizzy drink for a party.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

This practical task requires students to use a 1 metre measure to estimate the dimensions of a room, and then calculate the volume of the room.

Students show how they estimate in some multiplication problems and come up with sensible estimates.

Students calculate percentages of whole numbers and convert fractions to percentages.

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

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

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

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

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

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

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 answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

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

Students decide if a percentage statement is correct and explain their answer.

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

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

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

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