Why do this
problem?
This short problem could be used to start a lesson or fill a
gap made by those who finish early. It will promote thinking
about numbers and offers opportunities to practise multiplication
and division.
Key questions
What results can you find obeying these rules?
Why don't you put all your answers in order?
What things do you notice about your different results?
Why do you not get any divisions by $5$?
Does it help to multiply by $1$? If not, why not?
Possible extension
Learners could make the largest number
that they can using the same rules, and then as many results in
between as possible.
Possible support
Using a calculator will help some
children.