Frances Olive Anderson Primary School Multiplication Calculation … Calculation... · Repeated addition Array, row, column Double Solve one-step problems involving multiplication

Frances Olive Anderson Primary School Multiplication Calculation Policy

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Year 1 Solve one-step problems involving multiplication by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Count in multiples of twos, fives and tens (to the tenth multiple). Vocabulary: Count in twos, threes, fives Count in tens (forwards from/backwards from) How many times? Lots of, groups of Once, twice, three times, five times

Revision from Early Years: Engage in a wide variety of songs, rhymes, games and activities to support early understanding of multiplication.

In practical activities and through discussions they will begin to solve problems involving doubling.

Count in multiples twos, fives and tens (to the tenth multiple) Children to count in repeated groups of the same size in practical contexts and use language associated with multiplication in practical contexts.

Progression: Engage in a wide variety of songs, rhymes, games and activities to support understanding of multiplication. Count in multiples of twos, fives and tens (to the tenth multiple)

Solve one-step problems involving multiplication by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.


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Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double

Solve one-step problems involving multiplication by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. They will solve practical problems that involve combining groups of twos, fives and tens e.g. socks, fingers, cubes, Numicon.

Introduce arrays to support understanding of early multiplication Use within practical contexts.


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Use grouping to support understanding of early multiplication Use physical objects and Numicon and ensure that the correct vocabulary is used so that children are confident using it.

5 10 15 20 25 30

Year 2 Recall and use multiplication facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Calculate mathematical statements for multiplication within the multiplication tables and write

Ensure children are confident in methods used in previous year’s guidance before moving on. Combining groups (repeated addition)

5 lots of 5 How many altogether

5, 10, 15, 20, 25 5 x 5 = 25

Progression: Combining groups (repeated addition) – use practical resources and Numicon. Arrays to support understanding of multiplication. Number line to support understanding of multiplication (make link to


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them using the multiplication (×) and equals (=) signs Show that multiplication of two numbers can be done in any order Solve problems involving multiplication using materials, arrays, repeated addition, mental methods, and multiplication facts, including problems in contexts. Vocabulary: Count in twos, threes, fives Count in tens (forwards from/backwards from) How many times? Lots of, groups of

Use

arrays to support multiplication Consolidate understanding that multiplication of two numbers can be done in any order. Use of a number line to support multiplication Extend from bead string to marked number line to empty number line.

repeated addition). Bead string – marked number – empty number line.


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Once, twice, three times, five times Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double,

Use Numicon to number track to consolidate understanding. (need to purchase resources)

Link empty number line to repeated addition.

Also link empty number line to knowledge of arrays.

If at any time children are making significant errors, return to the previous stage of calculation.


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Year 3 Recall and use multiplication for the 3, 4 and 8 multiplication tables Write and calculate mathematical statements for multiplication using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Count in twos, threes, fives Count in tens (forwards from/backwards from)

Ensure that the children are confident with previous year’s guidance before moving on. Continue to use number lines and arrays to support multiplication See year 2 guidance

Partitioning method to multiply teen number by a one-digit number Initially use arrow cards/ dienes/ Numicon to consolidate understanding

Progression: Use the empty number line and arrays to support multiplication. Partitioning method for multiplication of a teen number by a one-digit number. Partitioning method using a number line. Grid method (teen number multiplied by one digit number) Expanded short division Refine method in preparation for formal multiplication method.


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How many times? Lots of, groups of Once, twice, three times, five times Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double,

Product Multiples of four, eight, fifty and one hundred

Scale up, partitioning, grid method, partitioning method, efficient methods, expanded short method, formal short method,place value,

Extend onto more efficient methods of recording

Formal short multiplication


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Partitioning method using a number line Grid method (teen number multiplied by one-digit number Extend onto expanded short multiplication


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Refine expanded method in preparation for formal written method Model calculation on the number line if necessary to consolidate children’s understanding. Formal short multiplication Continue to develop formal short multiplication throughout year three using teen numbers multiplied by one-digit numbers.


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If children are confident move onto multiplying other 2-digit numbers by 1-digit numbers (see year 4 guidance). If children at any stage are making significant errors move back to the previous stage of multiplication.

Year 4 Recall multiplication facts for multiplication tables up to 12 × 12 Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Vocabulary: Multiplication facts (up to 12x12) Inverse

Derive Count in twos, threes, fives Count in tens (forwards from/backwards from)

Ensure that the children are confident with previous year’s guidance before moving on. Continue to use empty number lines as appropriate (see year three guidance) Develop the use of the grid method (2-digit by 1-digit numbers) Expanded short multiplication (2-digit by 1-digit) Refine expanded method in preparation for formal written method

Progression: Continue to use empty number lines as appropriate (See year three guidance) Develop the use of the grid method for 2-digit numbers by 2-digit numbers. Expanded short multiplication (2 digit number by 1-digit number) Refine expanded method. Short multiplication - formal method


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How many times? Lots of, groups of Once, twice, three times, five times Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double, Product Multiples of four, eight, fifty and one hundred

Scale up, partitioning, grid method, partitioning method, efficient methods, expanded short method, formal short method,place value, digit,

Short multiplication (formal method) Continue to practise the formal method of short multiplication of a two-digit number by a one -digit number throughout Y4. Short multiplication – formal method (3-digit by 1-digit) Only move onto if children are confident. Return to the grid/ expanded written first if necessary.

(2-digit number by 1-digit number) Short multiplication formal method (3 digit number by 1 digit number) – return to expanded/ grid method first if necessary.


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If at any time children make significant errors return to the previous stage of calculation.

Year 5 Multiply numbers up to 4 digits by a one- or two-digit number using a formal

Ensure that the children are confident using the methods outlined in the previous year’s guidance before moving on. Build on work covered in year 4 on the formal method of short multiplication

Progression: Build on work covered in year 4 on the formal method of short multiplication


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written method, including long multiplication for two-digit numbers Vocabulary: Factor pairs Composite numbers, prime number, prime factors, square number, cubed number Formal written method, Multiplication facts (up to 12x12) Inverse

Derive Count in twos, threes, fives Count in tens (forwards from/backwards from) How many times? Lots of, groups of Once, twice, three times, five times Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double, Product

Multiplication of a 2-digit number Consolidate understanding by returning to the grid method (2-digit number multiplied by teen number) Expanded long multiplication (2-digit number multiplied by a teen number) Compact long multiplication – formal method (2 digit number multiplied by a teen number)

(2-digit number by 1-digit number) Multiplication of a 2-digit number by a teen number. -Return to the grid method. -Expanded long multiplication. -Compact long multiplication (formal method). Multiplication of bigger 2-digit numbers. -Return to the grid method. -Expanded long multiplication. -Compact long multiplication (formal method). Multiplication of 3-digit number by 2--digit number Return to the grid method.


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Multiples of four, eight, fifty and one hundred

Scale up, partitioning, grid method, partitioning method, efficient methods, expanded short method, formal short method, place value, digit,

Multiplication of larger 2-digit numbers Consolidate understanding using the grid method. Add the partial products (1000+ 120) + (350 + 42) = 1512

-Expanded long multiplication. -Compact long multiplication formal method. Extend with short and long multiplication of decimal numbers (initially in the context of money and measures) returning to the expanded method first (see year 6 guidance).


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Extend onto the expanded long multiplication method Compact long multiplication – formal method (2-digit by 2-digit) Multiplication of a 3-digit number by a 2-digit number Only move onto if children are confident using previous method. Consolidate understanding through grid method and expanded long multiplication (if necessary) Compact long multiplication – formal method (3-digit by 2-digit)


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Extend with short and long multiplication of decimal numbers (initially in the context of money and measures) returning to the expanded method first (see year 6 guidance).

Year 6 Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication Vocabulary: Order of operations Common factors, common multiples, Factor pairs Composite numbers, prime number, prime factors, square

Continue to practise and develop the formal short multiplication method and formal long multiplication method with larger numbers and decimals throughout Y6. Return to an expanded forms of calculation initially, if necessary (see Y5 guidance). Develop the use of the grid method to multiply 2-digit numbers by decimals.

Make sure language of place value is used to consolidate understanding.

Progression: Continue to practise and develop the formal short multiplication method and formal long multiplication method with larger numbers and decimals. Grid method to multiply decimals by 2-digit numbers.


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number, cubed number Formal written method, Multiplication facts (up to 12x12) Inverse

Derive Count in twos, threes, fives Count in tens (forwards from/backwards from) How many times? Lots of, groups of Once, twice, three times, five times Multiple of, times, multiply, multiply by Repeated addition Array, row, column Double, Product Multiples of four, eight, fifty and one hundred

Scale up, partitioning, grid method, partitioning method, efficient methods, expanded short method, formal short method, place value, digit,

Formal methods of long multiplication If at any time children are making significant errors, return to the previous stage of calculation. Our aim is that by the end of Y6 children use mental methods (with jottings) when appropriate, but for calculations that they cannot do in their heads, they use an efficient formal written method accurately and with confidence.

Formal method for long multiplication to multiply 2-digit numbers by decimals. Counting progression


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Frances Olive Anderson Primary School Multiplication Calculation … Calculation... · Repeated addition Array, row, column Double Solve one-step problems involving multiplication