Multiply 2-Digit by 10

National Curriculum Links

Mathematics Programme of Study: Year 4

• Multiplication and division:
  • Recall multiplication and division facts for multiplication tables up to 12 × 12
  • Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 10 …

Lesson Duration

60 minutes

Class Size

30 pupils

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Learning Objectives

• Understand and explain how multiplying a two-digit number by 10 changes the number (place value shift).
• Multiply two-digit numbers by 10 accurately using mental strategies and written methods.
• Develop reasoning skills by explaining multiplication results and the place value concept.

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Success Criteria

• I can multiply any two-digit number by 10 correctly.
• I can explain how multiplying by 10 changes the digits’ place value.
• I can show my working out clearly using a place value chart or expanded form.
• I can justify my answer by explaining my thinking clearly.

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Resources

• Whiteboards and pens
• Place value charts (printed)
• Number cards (two-digit numbers)
• Exercise books
• Visual aids (place value arrow cards)
• White Rose Maths Summer Term – Week 1 (Multiplication) Slide / worksheets

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Lesson Structure

1. Introduction (10 minutes)

• Engagement starter:
  Show the class a two-digit number, e.g., 34. Ask:
  “What do you notice if we multiply 34 by 10? What happens to the digits?”
• Discuss how multiplying by 10 shifts digits one place to the left in place value (ones → tens, tens → hundreds). Use place value arrow cards to demonstrate physically.
• Provide a real-life reference:
  “If you had 34 pencils and then groups of 10 were combined, how many pencils? How does the number change?”
• Questioning to promote thinking:
  • How can we represent 34 × 10 using place value?
  • Why does the zero get added at the end of the number?
  • How many times bigger is the new number compared to the original?

AfL Checkpoint 1: Use whiteboard mini-plenaries: Write 43 × 10 and 67 × 10, ask all students to write answers on mini whiteboards and hold them up simultaneously to assess understanding.

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2. Modelling (15 minutes)

• Display example on whiteboard:
  Example: 46 × 10
  • Step 1: Show 46 in expanded form → 40 + 6
  • Step 2: Multiply each part by 10 → (40 × 10) + (6 × 10)
  • Step 3: Calculate → 400 + 60 = 460
• Show place value chart with digits moving one place to the left.
• Use verbal reasoning:
  “Why do you think 6 (ones) becomes 60 when multiplied by 10? What does that tell us about place value?”

AfL Checkpoint 2:
Ask targeted questions to 3-4 different pupils:

• Can you explain how the number changes in your own words?
• Why do we multiply both parts and not just add a zero?
• What would happen if the number was 80 instead of 46?

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3. Guided Practice (15 minutes)

• Pupils copy the worked example into their books, then solve similar problems:
  • 52 × 10
  • 79 × 10
  • 61 × 10
• Circulate to observe, support, and question reasoning:
  “Explain why 52 × 10 equals 520.”
• Encourage pupils to use place value charts if stuck.
• Pair work: Pupils ask each other to explain their answers, using success criteria prompts.

AfL Checkpoint 3:
Listen to paired discussions and select pairs to summarise their thinking to class. Note common errors or misconceptions.

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4. Independent Practice (15 minutes)

• Differentiated worksheet activity aligned to White Rose Maths:
  • Basic: Multiply two-digit numbers ending with zero (e.g., 30 × 10)
  • Standard: Multiply any two-digit number by 10 (e.g., 47 × 10)
  • Challenge: Explain why the digit zero gets added and justify answers using expanded form or place value reasoning.

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5. Plenary (5 minutes)

• Whole class discussion reviewing learning:
  “What is the trick to multiplying by 10? Can anyone explain why we don’t just put a zero at the end for any multiplication?”
• Use Bloom’s Taxonomy for plenary questioning:
  • Evaluate: Can multiplying by 10 ever make a number smaller? Why or why not?
  • Analyse: What is different about multiplying 46 by 10 compared to 46 by 2?
  • Apply: If we know 53 × 10 = 530, how can this help us with 53 × 100?
• Quick quiz on mini whiteboards: 5 × questions on multiplying two-digit numbers by 10 (e.g., 88 × 10, 25 × 10, with a mix of explain-your-thought questions).

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Common Misconceptions and Difficulties

• Thinking multiplication by 10 just means adding a zero without understanding place value shifts.
• Confusion when numbers end with zero (e.g., 70 × 10) — misunderstanding the difference between 7 × 10 and 70 × 10.
• Difficulty explaining why multiplying by 10 increases the number tenfold (lack of conceptual understanding).
• Confusing multiplying by 10 with multiplying by other numbers (relying too heavily on repeated addition rather than place value).

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Targeted Higher-Order Thinking Questions

Question Type (Bloom's)	Sample Question	Purpose
Understanding	Can you explain how we use place value to multiply 46 by 10?	Clarify conceptual understanding
Applying	How can you use mental strategies to multiply 58 by 10 quickly?	Promote mental calculation
Analysing	Why is multiplying 46 by 10 different from multiplying 46 by 9?	Explore number properties
Evaluating	Which is easier to explain: multiplying by 10 or by 5? Why?	Develop evaluative skills
Creating	Can you create your own problem where multiplying by 10 is tricky? Explain how you'd solve it.	Encourage creative application

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This detailed and pupil-centred plan will support deep understanding of multiplying two-digit numbers by 10 in line with the national curriculum, while actively engaging pupils with reasoning and conceptual clarity, supported by formative assessment throughout.