Patterns with Powers of Ten
Explain patterns in zeros when multiplying by powers of 10 and in decimal-point placement when multiplying/dividing by a power of 10; use whole-number exponents to denote powers of 10 (e.g. 10³ = 1000)
How to tell they’ve got it
Tick these off as you see them — no test required.
🖨 Print this page to keep the checklist — it prints beautifully.
Try this together
Can your child explain why 10² = 100 and 10³ = 1,000, and why multiplying by 10 just adds a zero — connecting the pattern of zeros to place value?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
multiply and divide decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts; using estimation and rounding to check the reasonableness of answers
recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.