Qmark by 10 – 2A
Overview
This activity helps students explore the effect of dividing and multiplying numbers by 10.
Dividing by 10
Students are asked whether dividing 70 by 10 gives an answer greater or less than 70. They then calculate the exact result, learning that 70 ÷ 10 = 7.
Multiplying by 10
Students are asked whether multiplying 35 by 10 gives an answer greater or less than 35. They then calculate the exact result, learning that 35 × 10 = 350.
The design introduces estimation first (predicting if the answer will be more or less), followed by calculation. This supports number sense and reinforces the predictable effect of dividing and multiplying by 10.
Prerequisite Knowledge Required
- Linked Phlows: Multiply 2 – practising simple whole-number multiplication.
- Division 2 – understanding division as grouping or sharing.
- Numbers 2A – comparing greater and smaller values.
Main Category
Arithmetic
Estimated Completion Time
Approx 6–10 seconds per question. 20 questions total. Total time: 2–4 minutes.
Cognitive Load / Step Size
Low to Moderate — each question isolates one transformation (either multiply or divide by 10). The step between prediction and calculation adds a small cognitive shift, enough to deepen understanding without overload. Transitions are well-paced to sustain engagement and reinforce consistency in pattern recognition.
Language & Literacy Demand
Low — sentences are short and direct (“Is the answer greater or less than 70?”). The task relies primarily on numbers and symbols rather than text-heavy reasoning. Suitable for learners with varied reading levels.
Clarity & Design
Excellent — minimalistic layout with clear numerical spacing. Visual cues (arrows, “greater/less than” symbols) highlight what changes. The design directly supports conceptual understanding of scaling by 10 rather than distracting from it.
Curriculum Alignment
Irish Curriculum Strand: Number
- Explore and describe the effect of multiplying and dividing numbers by powers of 10.
- Develop understanding of place value in the decimal system.
- Predict and verify outcomes of scaling operations.
Engagement & Motivation
Moderate — prediction questions (“greater or less than?”) create an interactive rhythm that keeps students thinking. The quick win of correct answers reinforces confidence and fluency.
Error Opportunities & Misconceptions
- Believing that dividing makes numbers “bigger.”
- Misinterpreting “×10” as adding a zero without understanding place value.
- Confusing division by 10 with subtracting 10.
The Phlow’s structure (predict → calculate → verify) helps address and correct these misconceptions.
Transferability / Real-World Anchoring
Strong — relevant for metric conversions (cm ↔ m), currency calculations, and everyday estimation. Reinforces scalable number sense beyond symbolic operations.
Conceptual vs Procedural Balance
Balanced — conceptual understanding (predicting outcome) is paired with procedural fluency (performing the operation). Learners see why and how scaling affects numbers.
Learning Objectives Addressed
- Predict whether results increase or decrease when multiplying/dividing by 10.
- Apply multiplication and division facts fluently with base 10.
- Strengthen understanding of place value movement.
- Build estimation skills before exact calculation.
What Your Score Says About You
- Less than 5: Needs more practice with the direction of change when scaling by 10.
- 6–7: Understands the pattern but may misapply operations occasionally.
- 8–9: Confident and consistent; strong grasp of both place value and prediction.
- 10 / 10: Excellent mastery — understands both the concept and procedure of scaling by 10.