PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
MENTAL CALCULATIONS (ongoing) These are a selection of mental calculation strategies:
Doubling and halving Applying the knowledge of doubles and halves to known facts. e.g. 8 x 4 is double 4 x 4
Children should also be taught that the 4 x tables can be calculated from knowing the 2 x tables and that the 6 x tables can be calculated from knowing the 3x tables.
Using multiplication facts
Tables should be taught regularly from Y2 onwards, either as part of the mental oral starter or other times as appropriate within the day.
Year 2 2 times table 5 times table 10 times table
Year 3 2 times table 3 times table 4 times table 5 times table 8 times table 10 times table
Year 4 Derive and recall all multiplication facts up to 12 x 12
Years 5 & 6 Derive and recall quickly all multiplication facts up to 12 x 12 and beyond
Using and applying division facts Children should be able to utilise their tables knowledge to derive other facts. e.g. If I know 3 x 7 = 21, what else do I know? 3 x 70 = 210, 30 x 7 = 210, 300 x 7 = 2100, 3000 x 7 = 21 000, 0.3 x 7 = 2.1 etc
Use closely related facts already known 13 x 11 = (13 x 10) + (13 x 1) = 130 + 13 = 143
Page 2 of 10 Multiplying by 10 or 100 Knowing that the effect of multiplying by 10 is a shift in the digits one place to the left. Knowing that the effect of multiplying by 100 is a shift in the digits two places to the left.
Partitioning 23 x 4 = (20 x 4) + (3 x 4) = 80 + 12 = 92
Use of factors 8 x 12 = 8 x 4 x 3
MANY MENTAL CALCULATION STRATEGIES WILL CONTINUE TO BE USED. THEY ARE NOT REPLACED BY WRITTEN METHODS.
Page 3 of 10 THE FOLLOWING ARE STANDARDS THAT WE EXPECT THE MAJORITY OF CHILDREN TO ACHIEVE.
Y1
Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical problem solving activities involving equal sets or groups.
Y2
Children will develop their understanding of multiplication and use jottings to support calculation:
Repeated addition
5 x 3 is 5 + 5 + 5 = 15 or 3 lots of 5 or Get 5 and keep getting it 3 times (the 5 tells you what you count in; the 3 tells you how many times)
Repeated addition can be shown easily on a number line and can be shown using practical materials:
5 x 3 = 5 + 5 + 5
and on a bead bar:
5 x 3 = 5 + 5 + 5
Commutativity
Children should use the language made familiar to them through Maths Makes Sense (MMS) as and when appropriate. For instance, with the law of commutativity: Same Value, different appearance. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 5 5 5 5 5 5 Page 4 of 10
Children should know that 3 x 5 has the same answer as 5 x 3. This is spoken as:
a) 3 x 5 = 3 multiplied 5 times/5 lots of 3 b) 5 x 3 = 5 multiplied 3 times/ 3 lots of 5
This can also be shown on the number line.
Arrays
Children should be able to model a multiplication calculation using an array. This knowledge will support with the development of the grid method.
6 multiplied by 4 is 6 + 6 + 6 + 6 = 24 or 4 lots of 6 or 6 x 4
Children should use number lines or bead bars to support their understanding.
0 6 12 18 24
Arrays
Children should be able to model a multiplication calculation using an array. This knowledge will support with the development of the grid method.
Children will also develop an understanding of
Scaling
e.g. Find a ribbon that is 4 times as long as the blue ribbon
5 cm 20 cm
Using symbols to stand for unknown numbers to complete equations using inverse operations
x 5 = 20 3 x = 18 x = 32 6 6 6 6 6 6 6 6 4 x 9 = 36 9 x 4 = 36 Page 6 of 10
Correspondence Correspondence type questions (i.e. balanced equations) need to be explicitly taught, whereby children can understand that the left hand side of an equation corresponds (is equal to) the right hand side of an equation.
Example: 5 = 3 + ? 2 x 5 = 13 - ?
Partitioning
38 x 5 = (30 x 5) + (8 x 5) = 150 + 40 = 190
Children will continue to use arrays where appropriate, leading into the grid method of multiplication.
x 6
4
10 (10 x 6) + (4 x 6)
60 + 24
84
60 24 Placing the digits to be partitioned along the side makes the step towards vertical addition of the products in the grid method more logical (see example below) Page 7 of 10 Grid method
Children need to estimate their answers prior to solving them, by rounding to the nearest multiple of 10.
E.g 23 x 8 Estimate = 20 x 10 = 200
TU x U (Short multiplication multiplication by a single digit)
23 x 8
8 20 3
160 + 24 184
160 24 Placing the digits to be partitioned along the side makes the step towards vertical addition of the products more logical Page 8 of 10 Y4 Expanded Standard Format
Children need to estimate their answers prior to solving them, by rounding to the nearest multiple of 10.
e.g. 45 x 18 Estimate = 50 x 20 = 1000
The grid method then leads into an expanded standard format for TU x U and HTU x U TU 23 X 8 24 (8 x 3) 160 (8 x 20) 184
This then progresses to the compact formal method:
23 X 8 1 2 84
The digits that are carried over into the next column need to be written above and to the left of that column. Once the carried-over digit has been added, it then needs to be crossed out.
HTU x U
234 x 8
234 X 8
1 2 8 3 7 2
When multiplying using the formal method, each calculation can be treated as being a single digit by a single digit. However, it is important to verbally explain what numbers are being multiplied. For example, 8 x 3 is 24. The calculation being done is 8 x 3 tens which is 24 tens or 240. Three tens are then added, so there are 27 tens, which is 270 Page 9 of 10 Yr 5
Expanded Standard format long multiplication TU x TU
23 X 28 24 (8 x 3) 160 (8 x 20) 60 (20 x 3) 400 (20 x 20) 644
1 Compact method long multiplication TU x TU
2 3 X 2 8 1 8 2 4 4 6 0 6 4 4
1
Using similar methods, they will be able to multiply decimals with one decimal place by a single digit number, approximating first. They should know that the decimal points line up under each other. Children are also shown that the product will contain decimal places corresponding to the number of decimal places in the calculation. For example, the calculation 4.9 x 3.4 has a total of 2 digits after the decimal places; the calculation will therefore produce an answer with 2 decimal places. This principle works as, in the above example, there are two values in the tenths column and tenths x tenths = hundredths
When multiplying TU x TU, children are shown that a zero is added prior to the calculation of the tens number on the second row. It is explained to them that it is added as a place holder as we are multiplying by 10 and not units so the units column is zero. Page 10 of 10 (Note some calculations, while producing an answer with the corresponding decimal places, will need to be rounded to 2dp as the final digit will be a zero.
Example: 15 x 12.548. The calculation using the compact method will give 188.220 but the answer would be written as 188.22)
E.g. 4.9 x 3.4
Children will approximate first 4.9 x 3.4 is approximately 5 x 3 = 15 (Estimating will help the children to establish where the decimal point will go in the product.)
4 . 9 X 3 . 4 1 3 9 6 1 2 4 7 0 1 6. 6 6
1
Y6 In year 6, children consolidate their understanding of the methods used in year 5 and progress onto larger calculations up to ThHTU x TU
+ - + - + - + - + - + - +
By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved.
Children should not go onto the next stage if:
1) They are not ready. 2) They are not confident.
Children should be encouraged to approximate their answers before calculating.
Children should be encouraged to consider if a mental calculation would be appropriate before using written methods.