Scottish Survey of Literacy &
Numeracy
Support Material
Produced by Education Scotland
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Transforming lives
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Third Level - Multiplication
• This section of work looks at the progression
pathways that will allow Third level pupils to
attempt questions involving multiplication by
multiples of 100, 1000 etc
• Although the emphasis is on multiplication, reverse
processes are always promoted and consequently,
division is also investigated.
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• Understanding the milestones of progression is
essential for effective learning and teaching.
• This work builds on a section of work at second level
and it is suggested that the second level work
should be visited before in depth consideration of
the Third level.
• Liaison across stages and sectors is also promoted.
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• As numeracy is the responsibility of all, it is assumed
that these materials become familiar to all teachers
across all areas of the curriculum.
• Through discussion and sharing ideas, it is hoped
that this section of work promotes numeracy across
learning and acts as a catalyst for integrated
approaches to learning and teaching.
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• Multiplication of whole numbers and decimal
numbers by powers of ten is a key milestone of
progression.
• This usually involves a one step process.
• The introduction of multiples involves a second step
and identifies the next milestone of progression.
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• This section of work visually exemplifies problems
such as 300 x 43 and explains the outcome of 12900.
• Effective assessment of understanding should always
use in depth questions relating to processes.
• This section of work exemplifies the two step
process and asks learners to identify the calculations
that are being visually demonstrated.
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• Although this work reinforces the processes involved
in multiplying by multiples of 100, 1000 etc, using
mental strategies should also be considered.
• If asked to work out 400 x £2.65, the process should
take us to £265 and the double, double strategy
should allow us to arrive at £1060
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• The ability to multiply and divide by powers of ten is
an essential numeracy skill.
• It is also a transferrable skill needed to manipulate
metric units.
• This section of work can be built upon when dealing
with calculations involving length, mass and capacity.
• Linking learning should always be encouraged.
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