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MULTIPLICATION BETWEEN 1–1000
{{exercise_number}}. Write addition and multiplication using the drawings.
{{exercise_number}}. Write down the addition with multiplication, and the multiplication with addition.
8+8+8+8+8=
4+4+4=
1+1+1+1+1=
6+6+6+6=
2·7=
4·5=
3·9=
2·3=
{{exercise_number}}. Fill in the charts.
6
\latex{ \times }
7
9
3
7
2
8
5
4
2
3
9
5
8
10
4
\latex{ \times }
{{exercise_number}}. Write the missing numbers in the squares marked.
· =48
6·8=
4·9=
2·7=
10·3=
·1= 9
·5=35
·9=81
·3=15
7· =56
6· =36
9· =54
10· =40
· =32
· =10
· =63
{{exercise_number}}. Do the calculations using multiplication.
(8 + 8 + 8) – (3 + 3 + 3 + 3 + 3) =
=
1 + 1 + 5 + 5 + 5 + 5 + 4 + 4 =
6 + 9 + 8 + 8 + 9 + 6 + 6 + 6 =
(10 + 10 + 10) – (6 + 6 + 6 + 6) =
2 + 2 + 2 + 3 + 3 + 3 + 3 + 7 + 7 = 3 \latex{ \times } 2 + 4 \latex{ \times } 3 + 2 \latex{ \times } 7=
+
+
The terms used in multiplication:
6 \latex{ \times } 7 = 42
factor 1 factor 2 product
{{exercise_number}}. Fill in the chart. Complete the sentences.
b \latex{ \times } a
9
b
a \latex{ \times } b
a
8
6
5
7
2
Swapping the factors can also be used for checking
the result.
the result.
If the factors in a multiplication are swapped, the
will not change. This is called the
commutative property.
{{exercise_number}}. Write the missing numbers in the squares.
6 \latex{ \times } = 7 \latex{ \times } 6
9 \latex{ \times } 7 = 7 \latex{ \times }
3 \latex{ \times } 8 =
\latex{ \times } 3
\latex{ \times } 10 = 10 \latex{ \times } 5
{{exercise_number}}. Which is greater? Write the correct relational signs in the squares.
4 \latex{ \times } 6
2 + 2 + 2
3 \latex{ \times } 6
2 \latex{ \times } 3
2 \latex{ \times } 6
5 \latex{ \times } 8
2 + 2
6 \latex{ \times } 3
2 \latex{ \times } 2
3 \latex{ \times } 4
1 + 1
1 + 0
8 \latex{ \times } 6
5 \latex{ \times } 4
1 \latex{ \times } 1
0 \latex{ \times } 1
{{exercise_number}}. Write down the operations, and calculate.
The product of multiplying 5 and 4:
Five times 5:
6 sevens:
One factor is 9, the other is 4:
A factor is 6, the product is 60:
One factor is 8, the other is 10:
The factors are 3 and 7:
6 multiplied by 4:
{{exercise_number}}. Do the calculations. What do you notice?
2 \latex{ \times } (10 \latex{ \times } 4) =
4 \latex{ \times } 2 \latex{ \times } 10 =
10 \latex{ \times } 4 \latex{ \times } 2 =
4 \latex{ \times } (2 \latex{ \times } 10) =
2 \latex{ \times } 5 \latex{ \times } 6 =
6 \latex{ \times } 5 \latex{ \times } 2 =
4 \latex{ \times } 10 \latex{ \times } 2 =
6 \latex{ \times } (5 \latex{ \times } 2) =
6 \latex{ \times } 2 \latex{ \times } 5 =
5 \latex{ \times } (6 \latex{ \times } 2) =
3 \latex{ \times } 7 \latex{ \times } 2 =
7 \latex{ \times } 3 \latex{ \times } 2 =
3 \latex{ \times } (7 \latex{ \times } 2) =
7 \latex{ \times } 2 \latex{ \times } 3 =
2 \latex{ \times } (7 \latex{ \times } 3) =
c)
a)
b)
{{exercise_number}}. Calculate cleverly by swapping the factors.
2·6·5= ·3=
8·2·5=
2·6·5=2·5·6= ·6=
7·3·2=
4·7·2=
9·5·2=
{{exercise_number}}. Connect the equal amounts with lines.
9 \latex{ \times } 2 – 3 \latex{ \times } 2
6 \latex{ \times } 2
5 \latex{ \times } 3 + 2 \latex{ \times } 3
8 \latex{ \times } 7 + 2 \latex{ \times } 7
6 \latex{ \times } 6 – 2 \latex{ \times } 6
7 \latex{ \times } 3
10 \latex{ \times } 7
4 \latex{ \times } 6
{{exercise_number}}. Calculate the products following the example.
19·2=
13·4=10·4+3·4= + =
15·6=
17·3=
14·5=
{{exercise_number}}. How much is it worth? Display it with toy money.
:
19
pcs
pcs
pcs
13
16
18
pcs
:
:
:
{{exercise_number}}. How much money did the children spend on stamps? Write down with addition and multiplication too.
¢
50¢
5¢
5¢
50¢
500¢
50¢
500¢
500¢
5¢
¢ =
¢
¢
¢
¢
¢
¢ +
¢ +
¢ =
¢ =
¢ +
¢ +
¢ =
¢ =
¢ =
\latex{ \times }
¢ +
¢ +
\latex{ \times }
\latex{ \times }
Ron:
Ann:
Sue:
{{exercise_number}}. Do the multiplication.
5·200=
5·2=
5·20=
2·400=
2·40=
2·4=
4·1=
4·10=
4·100=
{{exercise_number}}. Calculate following the example.
6\latex{ \times }10=
33\latex{ \times }10=
5\latex{ \times }10=
2\latex{ \times }10=
3\latex{ \times }10=
30\latex{ \times }10=
50\latex{ \times }10=
20\latex{ \times }10=
60\latex{ \times }10=
66\latex{ \times }10=
22\latex{ \times }10=
55\latex{ \times }10=
30·10+3·10=330
30
300
{{exercise_number}}. Calculate the products.
66 \latex{ \times } 10
42 \latex{ \times } 10
37 \latex{ \times } 10
74 \latex{ \times } 10
81 \latex{ \times } 10
59 \latex{ \times } 10
{{exercise_number}}. True or false? Mark with the letters T or F.
42 is 10 times greater than 32.
42 is 10 greater than 32.
750 is 10 greater than 75.
690 is 10 greater than 68.
690 is 10 greater than 68.
750 is 10 times greater than 75.
{{exercise_number}}. I thought of a number, I multiplied it by ten, then I wrote a 3 after it, and the resulting three-digit number was 603. Which number did I think of?
3
\latex{ \times }10
.
The number I thought of:
{{exercise_number}}. Write the missing numbers in the blank spaces.
\latex{ \times }60
7
\latex{ \times }5
\latex{ \times }30
\latex{ \times }90
\latex{ \times }
\latex{ \times }7
\latex{ \times }
\latex{ \times }10
\latex{ \times }10
\latex{ \times }8
\latex{ \times }70
\latex{ \times }
\latex{ \times }10
\latex{ \times }
\latex{ \times }
\latex{ \times }
\latex{ \times }
\latex{ \times }
5
4
6
8
3
{{exercise_number}}. Fill in the charts.
9
5
20
90
4
3
40
30
2
7
\latex{ \times }
6
8
\latex{ \times }
4
9
{{exercise_number}}. Do the calculations. What do you notice?
50·4=5·
50· 7=
2·70=
8·30=
5·70=
40·8=4·
70·9=7·
60·3=6·
3·40=
30· 4=
20· 7=
80· 3=
{{exercise_number}}. By drawing lines, connect the multiplications with the corresponding products.
50 \latex{ \times } 3
3 \latex{ \times } 50
7 \latex{ \times } 50
2 \latex{ \times } 80
350
80 \latex{ \times } 2
50 \latex{ \times } 7
60 \latex{ \times } 4
4 \latex{ \times } 60
240
150
160
{{exercise_number}}. Answer the following questions:
A number multiplied by 5 is 65. What is the product if this number is multiplied by 50?
A number multiplied by 3 is 81. What is the product if this number is multiplied by 30?
A number multiplied by 40 is 560. What is the product if this number is multiplied by 4?
A number multiplied by 70 is 840. What is the product if this number is multiplied by 7?
A number multiplied by 40 is 560. What is the product if this number is multiplied by 4?
A number multiplied by 70 is 840. What is the product if this number is multiplied by 7?
·50=
\latex{ \textcolor{#007c9d}{\bullet } }
\latex{ \textcolor{#f03f22}{\blacktriangle} }
·5=65
\latex{ \textcolor{#f03f22}{\blacktriangle} }
\latex{ \textcolor{#f03f22}{\blacktriangle} }
\latex{ \textcolor{#007c9d}{\bullet } }
\latex{ \textcolor{#007c9d}{\bullet } }
\latex{ \textcolor{#007c9d}{\bullet } }
\latex{ \textcolor{#007c9d}{\bullet } }
\latex{ \textcolor{#007c9d}{\bullet } }
· =
· =
· =
· =
· =
· =
{{exercise_number}}. Calculate the product by partitioning the two-digit factors.
\latex{ \times } 4+
2
1
5
2
9
8
5
=
\latex{ \times } 3=
8 \latex{ \times }
\latex{ \times } 7=
\latex{ \times } 3+
\latex{ \times } 7+
\latex{ \times } 4=
\latex{ \times } 7=
20
\latex{ \times } 3=
7 \latex{ \times }
6 \latex{ \times }
\latex{ \times } 4=
+ 8\latex{ \times }
+ 6\latex{ \times }
+ 7\latex{ \times }
=
=
= 8\latex{ \times }
= 6\latex{ \times }
= 7\latex{ \times }
8
1
3
40
4
3
5
2
8
{{exercise_number}}. There are 12 desks in the classroom with 2 pupils sitting at each desk. Each pupil has 2 rulers, 3 paintbrushes and 10 sheets of drawing paper. Fill in the table.
drawing paper
in one classroom
paintbrush
ruler
pcs
at one desk
one pupil
\latex{ \times }12
pcs
pcs
pcs
pcs
pcs
pcs
pcs
pcs
\latex{ \times }2
{{exercise_number}}. How much is it worth? Display it with toy money.
pcs
pcs
pcs
pcs
pcs
pcs
pcs
20
:
1
10
100
10
2
5
5
pcs
:
:
:
¢
:
:
:
:
¢
€
¢
¢
¢
¢
¢
{{exercise_number}}. Describe the figures with operations. Calculate the result.
€
¢
¢
¢
· + · + · =
3·1 +2·10 +4·1 =3 24
· + · + · =
· + · + · =
€
€
€
¢
¢
¢
¢
¢
¢
¢
¢
¢
€
€
€
€
{{exercise_number}}. Colour in the equal amounts with the same colour.
456+456
456\latex{ \times }2
4\latex{ \times }213
2\latex{ \times }546
3\latex{ \times }174
174\latex{ \times }3
213\latex{ \times }4
213+213+213+213
174+174+174
{{exercise_number}}. Calculate the products. Check with addition.
123
123
123
+4 \latex{ \times }
=
+3 \latex{ \times }
+2 \latex{ \times }
4 \latex{ \times }
= 4 \latex{ \times }
+4 \latex{ \times }
2 \latex{ \times }
= 2 \latex{ \times }
+2 \latex{ \times }
3 \latex{ \times }
= 3 \latex{ \times }
+3 \latex{ \times }
2
= 4 \latex{ \times }
+4 \latex{ \times }
4 \latex{ \times }
100
1
3
1
2
5
4
1
8
7
2
3
3
20
+4 \latex{ \times }
=
=
=
+
+123
+
+
{{exercise_number}}. a) Write down with addition and multiplication how much the fruits cost.
\latex{ \textcolor{#0089d0}{\bullet } } 2 kg of bananas
\latex{ \textcolor{#0089d0}{\bullet } } 3 kg of grapes
\latex{ \textcolor{#0089d0}{\bullet } } 5 kg of apples
\latex{ \textcolor{#0089d0}{\bullet } } 4 kg of pears
\latex{ \textcolor{#0089d0}{\bullet } } 3 kg of grapes
\latex{ \textcolor{#0089d0}{\bullet } } 5 kg of apples
\latex{ \textcolor{#0089d0}{\bullet } } 4 kg of pears
€2/kg
€3/kg
€3/kg
€4/kg
b) In total, I bought 6 kg of two different kinds of fruit. What fruit did I buy if they weighed the same, and the total cost was 18 euro? Solve the problem by trial and error.
{{exercise_number}}. Mum buys the €3 TV programme magazine every week. How much did she spend this month if 4 issues were published?
{{exercise_number}}. Write the missing numbers in the blank spaces.
2
129
129
121
121
238
2
=
2
3
=
=
=
=
\latex{ \times }
=
\latex{ \times }
\latex{ \times }2
\latex{ \times }
\latex{ \times }
\latex{ \times }
\latex{ \times }2
\latex{ \times }2
\latex{ \times }
\latex{ \times }
\latex{ \times }
{{exercise_number}}. By arranging the products in increasing order a word will assemble in the flowerpots.
Solution:
M
S
N
I
J
A
E
239\latex{ \times }3
217\latex{ \times }3
147\latex{ \times }6
431\latex{ \times }2
116\latex{ \times }4
324\latex{ \times }2
176\latex{ \times }5
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