Subtraction on an Empty Number Line

Rounding to the Nearest Hundred Game

Rounding to the Nearest Hundred Calculator

How to Round to the Nearest Hundred

Look at the digit in the tens column.

If it is 4 or less, round down. If it is 5 or more, round up.

How to round to the nearest hundred

To round up, increase the hundreds digit by one and set the following digits to zero.

To round down, keep the hundreds digit the same and set the following digits to zero.

Rounding to the nearest 100 means to write the multiple of 100 that is nearest to the number.

Either the hundreds digit will remain the same or it will increase by one.

379 is in between 300 and 400, so the options are to round down to 300 or round up to 400.

To decide whether to round up or down, look at the digit in the tens column.

If the digit is 4 or less, round down.

If the digit is 5 or more, round up.

This is because 350 is halfway between 300 and 400.

379 has a 7 as its tens digit, which is ‘5 or more’.

This means that 379 rounds up to 400.

This means that 379 is nearer to 400 than 300.

Always look at the tens digit to decide how to round a number to the nearest hundred.

example of rounding 849 to the nearest hundred

849 has an 8 as its hundreds digit so we can choose to round down to 800 or round up to 900.

We look at the digit in the tens column, which is 4.

This digit is ‘4 or less’ and so we round down.

849 rounds down to 800.

This means that 849 is nearer to 800 than 900.

We can see that it is just before 850, which is the halfway point between 800 and 900.

Supporting Lessons

Rounding to the Nearest Hundred Game

Click on the link below to practise rounding to the nearest hundred with this interactive game.

Rounding to the Nearest Hundred Worksheets and Answers

rounding to the nearest 100 worksheet pdf

Rounding Numbers to the Nearest Hundred

How to Round to the Nearest Hundred

To round to the nearest hundred:

Look at the tens digit of the number.

If it is 5 or more, increase the hundreds digit by 1.

If it is 4 or less, keep the hundreds digit the same.

Set the tens and ones digits to zero.

For example, round 379 to the nearest hundred.

how to round off to the nearest hundred

Look at the tens digit of the number

The tens digit of 379 is 7.

Decide if it is ‘5 or more’ or ‘4 or less’

7 is ‘5 or more’ and so, the hundreds digit is increased by 1.

The hundreds digit of 379 is increased from 3 to 4.

Set the tens and ones digits to zero

To round 379 number up, increase the hundreds digit by 1 and set the other digits to zero.

Increase the 3 to a 4 and change the 7 and 9 to a zero.

379 rounded to the nearest hundred is 400.

This means that 379 is closer to 400 than it is to 300. This is because 379 is larger than 350, which is the halfway point between 300 and 400.

Here are some examples of rounding numbers to the nearest hundred.

Number	Rounded to the Nearest Hundred
197	200
320	300
449	400
450	500
2337	2300
84390	84400

Here is another example of rounding to the nearest hundred.

Round 628 to the nearest hundred.

The first step is to look at the tens digit, which is 2.

2 is ‘4 or less’ and so 628 is rounded down.

example of rounding 628 down to the nearest hundred

To round down to the nearest hundred, keep the hundreds digit the same but change the other ones and tens digits to zero.

The 6 in the hundreds column remains the same but the 2 and the 8 are set to zero.

628 rounds down to 600 when rounded to the nearest hundred.

Here is another example. Round 849 to the nearest hundred.

The hundreds digit is 8 and so, the choice is to keep 8 as 8, or round it up to a 9. 849 is in between 800 and 900.

First look at the tens digit, which is 4.

4 is ‘4 or less’ and so round down.

Rounding to the nearest hundred example of 849

Keep the 8 as an 8 and then set the remaining digits to zero.

849 rounds down to 800 when rounded to the nearest hundred.

When teaching rounding to the nearest hundred, it is important to follow the simple process of looking at the tens digit only to decide whether to round up or down.

Do not look at any other digits beyond the tens digit to decide how to round to the nearest hundred.

In the example of 849, we only look at the digit of 4. This tells us to round down.

A common mistake is to look beyond the 4. Some people will look at the 9 and round the 4 up to become a 5. They will then use this 5 to round up to 900.

This of course, is the wrong answer and we cannot use other digits to decide on rounding.

We can see from the number line that 849 is nearer to 800 than 900, so it must round down to 800. 849 is on the left of 850, which is the halfway mark.

What does Rounding to the Nearest Hundred Mean?

Rounding a number to the nearest hundred means to write down the multiple of 100 that is nearest to the number. If the nearest multiple of 100 is larger than the original number, this is called rounding up. If the nearest multiple of 100 is smaller than the original number, this is called rounding down.

It is useful to round a number to the nearest hundred when estimating numbers. Sometimes it is easier to say that there were ‘about 200 people in a room’ instead of actually counting them all.

For example, we have the number 30 below.

It is nearer to zero than it is to 100.

rounding 30 down to the nearest hundred

This means that 30 rounds down to zero when rounded to the nearest hundred.

Here is the number 60.

We can see that 60 is closer to 100 than it is to zero.

rounding 60 up to the nearest hundred of 100

This time, 60 rounds up to 100 instead of 0.

Here we have 50.

50 is directly in between 0 and 100. It is not nearer to 0 or 100 because it is exactly in between them both.

we round 50 up when rounding to the nearest 100

We have to decide whether to round 50 up or down.

We decide to round 50 up to 100 because we can make a rule for rounding.

51, 52, 53, 54, 55, 56, 57, 58 and 59 are all nearer to 100 than they are to 0.

If also round 50 up then we can say that if the tens digit is 5 or more, then we round up.

Even if we have a number like 50.1, it is nearer to 100 than it is to 0. If there is any other number added to 50, it is nearer to 100 and so, it is easiest to say that 50 rounds up.

rule for rounding to the nearest hundred

The rule for rounding to the nearest hundred is to look at the tens digit.

If it is 5 or more, then round up.

If it is 4 or less, then round down.

The rule for rounding to the nearest hundred is to consider the number formed by the digits in the tens and ones columns. If the number is 0-49, round down. If the number is 50-99, round up.

Here is the number 52.

example of how to round 52 to the nearest hundred.

The digit in the tens column of 52 is 5. 52 has 5 tens in it.

5 is ‘5 or more’ and so we round it up. When first teaching rounding to the nearest hundred it is important to explain that we are actually writing down the nearest number in the 100 times table to the number we have.

Number lines can be a useful way to introduce the concept of rounding as it allows us to see the size of each number and where it is in relation with other numbers.

Once this concept is understood, it is recommended to just look at the tens digit to decide on how to round.

Rounding to the Nearest Hundred on a Number Line

To round to the nearest hundred on a number line, write the number to be rounded between the multiples of 100 that are either side of it. Then mark halfway between the multiples of 100, where the last two digits are 50. If the original number is to the left of 50, round down and if it is to the right of 50, round up.

50 is halfway between 0 and 100. The halfway point between each hundred is marked by a 50.

For example, round 3161 to the nearest hundred.

Even though we have thousands in this number, we still follow the same steps as before.

We look at the tens digit, which is 6.

6 rounds 3161 up to the next hundred because 6 is ‘5 or more’.

Rounding a number to the nearest hundred example of 3161

We currently have a 1 in the hundreds column. To round up, this 1 increases to a 2 and the digits after this are set to zero.

3161 rounds up to 3200.

We previously has 31 hundreds and now we have 32 hundreds.

This means that 3161 is nearer to 3200 than it is to 3100.

Here is an example of rounding 4982 to the nearest hundred.

Rounding to the nearest hundred means that we write down the nearest multiple of 100 to our number.

We have 49 hundreds in 4982. This means that we decide between rounding to 49 hundreds and 50 hundreds.

4982 is in between 4900 and 5000.

We look at the tens digit, which is 8.

how to round a number to the nearest hundred example of 4982

8 is ‘5 or more’ and so, we round up.

We increase 49 hundreds to 50 hundreds.

4982 rounds up to 5000. This means that 4982 is nearer to 5000 than it is to 4900.

4982 is larger than 4950. 4950 is halfway between 4900 and 5000.

Examples of Rounding to the Nearest Hundred

Here are some examples of rounding to the nearest hundred:

Example	Tens Digit / Rounding	Rounded to the Nearest Hundred
234	3 is less than 5, so round down	200
289	8 is 5 or more, so round up	300
250	5 is 5 or more, so round up	300
34	3 is less than 5, so round down	0
72	7 is 5 or more, so round up	100
1462	6 is 5 or more, so round up	1500
5914	1 is less than 5, so round down	5900
6987	9 is 5 or more, so round up	7000

Now try our lesson on Rounding Decimals to the Nearest Whole Number where we learn how to round a decimal to the nearest whole number.

Rounding Decimals to the Nearest Whole Number

rounding decimal numbers

Subtraction on an Empty Number Line

subtraction on a number line 84 - 31

To subtract using the empty number line method, first draw a blank number line.

Mark the largest number on the right of the number line.

84 is the number we are subtracting from so we write this first.

The number we are subtracting is broken down into its tens and ones.

31 has 3 tens and 1 one.

We subtract the tens first, in this case we make 3 subtractions in jumps of 10.

10 is easy to subtract because the ones digit remains the same but we decrease the tens digit by 1.

84 – 10 = 74, 74 – 10 = 64 and then 64 – 10 = 54.

We now show the subtraction of the 1 unit with a smaller jump.

54 – 1 = 53

This jump strategy is used to break down an subtraction and show the process visually.

Mark the number being subtracted from on the right of a number line.

Make jumps in tens and then ones to break down the subtraction.

example of how to subtract using an empty number line 97 - 64

97 is the number we are subtracting from so we mark it on the right of the number line.

64 contains 6 tens and 4 ones.

We can subtract 6 tens directly by decreasing the tens digit by 6.

9 – 6 = 3 and so, 97 – 60 = 37.

We show the subtraction with a jump to the left on our number line from 97 to 37.

We now subtract the 4 ones.

7 – 4 = 3 and so, 37 – 4 = 33.

We draw a smaller jump from 37 to 33 on the number line.

Supporting Lessons

Subtraction on a Number Line Worksheets and Answers

subtraction on a number line worksheet pdf

jump strategy addition worksheet answers pdf

Comparing 2-Digit Numbers with Greater Than and Less Than

Subtraction on an Empty Number Line

What is the Empty Number Line Strategy?

The empty number line strategy is a method which shows an addition or subtraction visually, using jumps in tens or ones.

The empty number line strategy is also known as the jump strategy, open number line or blank number line strategy. The empty number line strategy is useful because it helps people to visualise the size of each number in the different stages in their calculation.

In this lesson we will use the empty number line strategy for subtraction.

Here is an example of a 2-digit subtraction using a number line.

We have 56 – 11.

The number line is important in breaking down the subtraction and showing the relative size of each number.

We need to subtract 11 so we break it down into 10 and 1.

2-digit subtraction on a number line of 56 - 11

We subtract the ten and then the one separately.

Write the values after each subtraction on the number line. This helps to keep a running record of the calculation. The numbers written help us to visualise the size of each number and improves our ability to estimate and check our work.

Here is another example of using the blank number line method.

We have 84 – 31.

Subtraction on a number line can be performed in several ways. There is no one correct way to break the subtraction down.

When first teaching subtraction on a number line, it is useful to break the subtraction down into tens and ones.

We can break this subtraction of 31 into 3 tens and 1 one.

Here we subtract 10 three times.

teaching subtraction on a number line by subtracting in tens and ones

We then subtract the one.

When teaching subtraction on a number line, it is easier to subtract smaller numbers. Subtracting 10 is easy as it is just the tens digit that decreases by 1. Subtracting 1 is also easy.

Whilst the subtractions are easy, 4 jumps were needed to subtract 31.

As we progress with the method, we can use fewer and fewer jumps.

A common strategy is to break the subtraction down into multiples of 10 and 1.

31 is made of 3 tens and 1 one.

We could have done the subtraction by taking away 30 and then taking away 1.

Jump Subtraction 3

We can see that this is a different way of using the empty number line strategy. Fewer jumps were used but the final answer is the same.

Subtraction using a Number Line

To subtract using a number line, use the following steps:

Draw a blank number line with no numbers written.

Write the number you are subtracting from on the right hand side of this line.

Read the digit in the tens column of the number being subtracted.

Subtract this digit from the tens digit of your original number.

Draw an arrow jump left going from the original number to this answer.

Read the digit in the ones column of the number being subtracted.

Subtract this digit from the ones digit of the previous answer.

Draw an arrow jump left from the previous answer to this new answer.

Here is an example of subtracting a 2-digit number using an open number line.

We have 97 – 64.

The first step is to draw the blank number line.

The second step is to mark the number we are subtracting from on the right hand side. We mark 97.

subtracting 2 digit numbers on a number line in steps

The third step is to read the tens digit of 64, which is 6. We will subtract 6 tens.

The fourth step is to subtract the 6 from the tens digit of 97.

9 – 6 = 3 and so, 97 – 60 = 37.

The fifth step is to draw this subtraction on the number line using a jump.

The sixth step is to read the ones digit of 64, which is 4.

The seventh step is to subtract this digit from the ones digit of 37.

7 – 4 = 3 and so, 37 – 4 = 33.

Here is another example of working out a 2-digit subtraction on a number line using the jump strategy.

We have 82 – 54.

We can show the subtraction of the tens digit with one jump.

8 – 5 is 3 and so, 82 – 50 = 32.

using the jump strategy for subtraction on a number line

In this example we can see that if we went to subtract the 4 in one go, it can be a little difficult for some students.

This is because 4 is larger than 2 and subtracting 4 from 32 involves crossing the tens barrier at 30.

It may be easier to subtract the 4 from 32 in 4 separate jumps of 1.

32 – 4 = 28 and so, 82 – 54 = 28.

Now try our lesson on Comparing 2-Digit Numbers with Greater Than and Less Than where we learn how to compare two numbers.

Comparing Numbers

Jump Strategy for Addition

Jump Strategy Addition of 33 + 21

To add numbers with the jump strategy first draw a blank number line.

Mark the largest number on the left of the number line.

33 is larger than 21 so we mark 33.

We break the addition down into tens and units.

21 has 2 tens and 1 unit.

We add the two tens first by drawing two jumps of 10.

10 is easy to add because the units digit remains the same but we increase the tens digit by 1.

33 + 10 = 43 and then 43 + 10 = 53.

We now show the addition of the 1 unit with a smaller jump.

The jump strategy is used to break down an addition and show the process visually.

Start with the largest number marked on a number line.

Make jumps in tens and then ones to break down the addition.

Example of using the jump strategy for the addition of 45 + 32

45 is the larger number so we mark it on the left of the blank number line.

32 contains 3 tens.

We can add 3 tens in one go by increasing the tens digit by 3.

4 + 3 = 7 and so, 45 + 30 = 75.

We draw an arrow jump to the right on our number line from 45 to 75.

32 contains 2 units.

5 + 2 = 7 and so, 75 + 2 = 77.

We draw a smaller jump from 75 to 77 on the number line.

Supporting Lessons

Jump Strategy Addition Worksheets and Answers

Addition using the Compensation Strategy

The Jump Strategy for Addition

What is the Jump Strategy for Addition?

The jump strategy is a visual method in which an addition is performed by adding the tens and ones separately in jumps. A blank number line is drawn and each addition is shown using arrow jumps.

Here is an example of an addition that will be performed using the jump strategy.

We have 33 + 21.

The jump strategy is also known as the blank number line strategy or empty number line strategy. This is because we start with a blank number line.

Jump Strategy on a blank number line for adding 33 + 21

We can see that we split the addition of 21 into adding 2 tens and 1 one. When teaching the jump strategy, it is important to understand how numbers can be partitioned into tens and ones.

We show the addition of the 2 tens with two separate jumps of 10 on our number line.

33 + 10 = 43

43 + 10 = 53

When teaching the jump strategy, we use these jumps to reinforce how the addition is broken down. We have 2 tens in 21 and so we have two jumps.

After adding the 2 tens, we add the 1 one.

53 + 1 = 54 We show the addition of 1 using a smaller jump than the addition of 10.

When first introducing the jump strategy for addition, we can refer back to the number itself and show how it corresponds to the number of jumps that we have.

21 contains 2 jumps of ten and 1 jump of 1.

As you become more fluent with the strategy, we can reduce the method to only 2 jumps.

We have the same example, this time making the jump of 20 in one go.

blank number line strategy for addition with jumps shown on the number line.

Instead of adding 2 jumps of 10, we can add 20 in one go. This is quicker and takes up less space on the number line.

The jump strategy is used to break down an addition into separate chunks. The jump strategy is useful because it provides a visual picture for the addition.

It is easy to see how many parts of the number we have added because each addition is shown as an extra jump.

The number line helps to provide a frame of reference to see how the size of the answer compares with the original number.

Whilst it is not the most efficient method for addition, the process can help to build understanding of addition, number size and partitioning.

Teaching Addition using the Jump Strategy

To add using the jump strategy, use the following steps:

Draw an empty number line.

Mark the largest number in the addition on the left side of this line.

Look at the tens digit of the smaller number and add this digit to the tens digit of the larger number.

Draw an arrow from the larger number to the right and write the answer to this addition below it.

Look at the ones digit of the smaller number and add this digit to the ones digit of the larger number.

Draw an arrow from the previous answer to the right and write this new answer below it.

We will use these steps to add 45 + 32 using the jump strategy.

We draw an empty number line.

45 is larger than 32, so we start with 45 marked on the left of this number line.

Jump Strategy for the addition of 45 + 32

32 contains 3 tens and 2 units. 3 tens is 30.

We draw an arrow from 45 to the right.

Adding tens is easy because the units digit remains the same. We just increase the tens column. To add 3 tens, we add 3 to the 4 tens in 45.

4 + 3 = 7 and so, 45 + 30 = 75.

We can see that the tens digit increased by 3 from 4 to 7. The units digit remained as 5.

We then add the 2 ones.

75 + 2 = 77

Therefore 45 + 32 = 77.

We added the tens and then added the ones.

We can also add the 3 tens as 3 individual jumps of 10 and then add the 2 ones as 2 individual jumps of one.

Jump Strategy in parts shown on an empty number line

Here is another example of addition using a blank number line.

We have 12 + 39.

39 is larger than 12 and so, we start with 39 marked on the left of the number line.

The reason for this is that it is easier to add 12 to 39 than it is to add 39 to 12.

Jumps to add 12 is shorter and involves smaller numbers than jumps which as 39.

Teaching addition using the jump Strategy example

12 contains just 1 ten and 2 ones.

39 + 10 = 49

Adding ten is easy because both numbers end in 9 and we simply increase the 3 to a 4.

We could add the 2 ones in one go, however 9 + 2 = 11. Additions that cross a tens value are typically more difficult.

49 + 2 = 51 but it can be easier to show this as two separate jumps of 1.

When teaching the jump strategy, it is important to be able to choose between jumping in separate, many groups of ten or one and jumping all of the tens or ones in one go.

Now try our lesson on Addition using the Compensation Strategy where we learn how to use the compensation strategy to add two numbers.

addition by compensation

Division Sentences

What is a division sentence?

A division sentence is a mathematical way to show how an amount is shared.

Here we have 18 counters in total.

We share the counters into 6 equal groups.

There are 3 counters in every group.

We write the total amount first, which is 18.

The division sign, ÷, means to share the amount before it by the amount after it.

6 is the number of groups, so we write a 6 after the division sign.

There are 3 counters in each group so we write a 3 after the equals sign, =.

18 ÷ 6 = 3 means that 18 shared into 6 equal groups gives us 3 in every group.

Division sentences with whole numbers start with the largest number.

The larger number is written before the division sign.

The number of groups comes after the division sign and the number in each group comes after the equals sign.

Example of writing a division sentence

Ten marbles are put into 5 bags.

The total number of marbles is 10 and so, we write this number first.

We then write the division sign, ÷.

We are sharing the marbles into 5 parts and so, we write 5 after the division sign.

10 marbles shared into 5 is written as 10 ÷ 5.

We then write an equals sign followed by the number of marbles in each bag.

There are 2 marbles in each bag.

10 ÷ 5 = 2 means that 10 shared into 5 equal parts gives us 2 in each group.

The division sentence is 10 ÷ 5 = 2.

Supporting Lessons

Division Sentences Worksheets and Answers

Short Division without Remainders

Division Sentences

What is a Division Sentence?

A division sentence is made up of 3 numbers, a division sign and an equals sign. The first number, before the division sign, tells us the total amount being shared. The second number, after the division sign, tells us how many groups we are sharing the amount into. The third number, after the equals sign, tells us the number in each group after the division.

20 ÷ 5 = 4 is an example of a division sentence. It contains three numbers, a division sign and an equals sign.

20 ÷ 5 = 4 means that 20 shared into 5 equal groups would give us 4 in each group.

We can teach division sentences using arrays of counters. We can circle groups of counters to group them.

Below we have 20 counters.

Division sentence for an array of 20 counters.

We share the counters into 5 equal groups. This means that we must have the same number of counters in each group.

There are 4 counters in each of the 5 groups.

The division sentence 20 ÷ 5 = 4 represents this problem.

example of writing a division sentence

The first number is 20, which is the total number of counters. We always write the total number of objects we are sharing first.

The second number is the number of groups we have. When teaching division sentences, we can circle the groups with a pencil, or if using real counters, we can put them into pots. We can then count the number of groups or pots.

The final number after the equals sign is the number in each group. We can count the number of counters in each circle. If we put the counters in each pot, we can count these.

Parts of a division sentence

There are 3 parts to a typical division sentence.

The first part is the number being shared. The second part is the number of groups the total is shared into. A division sign, ÷, separates the first and second parts.

The third part is the number in each group. An equals sign separates the second and third parts.

The first, largest number in a division is called the multiple.

The other two numbers in a division sentence are called factors. The two factors can be multiplied together to make the multiple.

Here is another example of a division sentence.

We have 18 ÷ 6 = 3.

This division sentence means that 18 shared into 6 equal groups gives us 3 in each group.

Again we will teach this division with counters. It is a good idea to introduce division to your child using physical models.

Teaching division using counters

18 is the total number and the largest number. This will go first in our number sentence.

The number of groups is 6.

The number of counters in each group is 3.

When teaching writing division sentences, it is useful to use physical counters and write the division sentence as you go. We can count the number of counters in total as the first step before writing this number down. We can share the counters equally into pots and count the number of pots. The final number is the number of counters in each pot.

Following these steps keeps the numbers in the division sentence in the correct order.

A division sentence for 20 ÷ 5 = 4 with the parts of the division shown

The number 20 is the multiple and the smaller numbers, 5 and 4 are the factors.

The two factors can multiply together to make the multiple.

parts of a division sentence

How to Write a Division Sentence

To write a division sentence use the following steps:

Write down the total number being shared or divided first.

Next write the division sign, ÷.

After the division sign, write down the number of groups the amount is being shared into.

Next write the equals sign, =.

Finally, write the number in each group after the objects have been shared.

As long as we use whole numbers, the largest number in a division sentence will come first.

Here is an example of writing a division sentence for a word problem.

Ten marbles are put into 5 bags.

Writing a division sentence for a word problem

The first step is to write the total number being shared, which is 10.

The second step is to write a division sign, ÷.

The third step is to write the amount of groups. This is the number of bags the marbles will be put into. We have 5.

The fourth step is two write an equals sign, =.

The fifth step is to write the number in each group. By placing the marbles into 5 equal groups we can see that there are 5 in each group.

The division sentence is 10 ÷ 5 = 2.

This sentence means that 10 shared into 5 equal groups gives us 2 in each group.

Here is another example of writing a division sentence for a word problem.

12 apples are shared between 4 children.

writing a division for a word problem example

Remember that the largest number in the division sentence will come first.

We are sharing 12 objects between 4 people.

We write 12 ÷ 4.

Each child gets 3 and so, our answer to the division is 3.

12 ÷ 4 = 3 means that 12 apples shared between 4 children gives each child 3 apples.

Here is an example of writing a division.

16 birds are put into groups of 4.

forming a division sentence for a word problem example with birds

The largest number is the total. We have 16 birds so we write this first.

The number after the division sign is the number of groups.

We have 16 ÷ 4, which means 16 birds shared into 4 equal groups.

We count how many birds in each group to get our answer, after the equals sign.

There are 4 birds in each group and so, 16 ÷ 4 = 4.

Now try our lesson on Short Division without Remainders where we learn how to use the short division method for dividing numbers.

short division

Multiplication Sentences

Multiplication sentence for an array of 3 x 5

An array is a rectangular collect of objects which represent a multiplication.

We have 3 rows of 5 counters.

We have 3 equal groups of 5 or 3 lots of 5.

The multiplication sign, ×, means lots of.

3 lots of 5 can be written as 3 × 5.

A multiplication sentence is made up of 3 numbers, a multiplication sign, × and an equals sign, =.

The number before the × sign tells us how many groups we have.

The number after the × sign tells us how many are in each group.

The number at the end, after the equals sign is the total number of items.

There are 15 counters in total so we write 3 × 5 = 15.

The larger number comes after the equals sign and tells us how much we have in total.

The number before the multiplication sign is how many groups we have and the number after the sign is how many in each group.

Example of writing a multiplication sentence

We will write a multiplication sentence to describe how many wings we have in total.

There are 3 butterflies, so we write 3 in front of the multiplication sign.

There are 2 wings on each butterfly and so, the 2 goes after the multiplication sign.

There are 6 wings in total on the 3 butterflies so we write 6 after the equals sign.

The multiplication sentence is 3 × 2 = 6.

We can read this as 3 lots of 2 is 6.

Supporting Lessons

Multiplication Sentences Worksheets and Answers