Scottish Survey of Literacy &
Numeracy
Support Material
Produced by Education Scotland
Transforming
Transforming lives
lives through
through learning
learning
First Level - Multiplication
• Survey questions such as 6 x 17 and 5 x 42 caused
problems for more than 65% of pupils.
• Is it because these problems go beyond normal
table facts?
• Do we make enough links with visual
representations when investigating multiplication?
Transforming lives through learning
This section of work investigates multiplication using:
• Rectangles
• Number lines
• Mental strategies
and continually asks that links are made and learning is
integrated.
It reminds us that the square numbers arise when the
rectangle becomes a square.
Transforming lives through learning
• Understanding place value and being able to split
numbers into tens and units is key.
• Chunking within known table facts is essential.
• Knowing that 17 can be split into 10 + 7 is key to
using a rectangular array to solve multiplication
problems.
• Making links with the area of a rectangle reinforces
an integrated approach to learning.
Transforming lives through learning
• Understanding that multiplication is a quick way to
perform repeated addition is an essential milestone
of progression.
• Using the empty number line to demonstrate this
concept can assist understanding for a large number
of learners.
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• The ability to double a number can make
multiplication an easier process.
• Investigating why 6 x 35 is the same as 3 x 70, using
number lines or rectangles, promotes deep
understanding.
• The ability to manipulate numbers is essential for
high level numeracy.
Transforming lives through learning
• The number line demonstrating that 5 x 42 must be
half of 10 x 42 is a good opener for more problem
solving.
• How could we work out 7 x 42?
• Would you prefer 10 x 42 – (3 x 42) or would
5 x 42 + (2 x 42) be easier?
Transforming lives through learning
• The use of rectangular arrays to demonstrate the
multiplication process has great potential.
• If First level pupils are comfortable with the
concept, how could these arrays be built upon to
support understanding when multiplying fractions,
decimal fractions or even algebraic terms?
Transforming lives through learning
www.educationscotland.gov.uk