Scottish Survey of Literacy &
Numeracy
Support Material
Produced by Education Scotland
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Second Level - Multiplication
• Multiplying by powers of ten is an essential
numeracy process.
• Understanding that digits are promoted up the
powers of ten is an early milestone of progression.
• Classroom discussion on why zeros are needed as
place holders should be encouraged.
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• Practical demonstrations in the classroom can leave
a lasting impression and support understanding.
• The link between a digit moving up one or two
powers of ten and the impact this has on the
change in value of the digit is sophisticated and
needs to be reinforced.
• Using practical materials, such as cubes, should be
encouraged and extended to everyday contexts
such as money.
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• The content is built upon prior learning at First level
and liaison between stages and across sectors is
essential to ensure well planned pathways of
progression.
• Understanding place value, as is the case in many
numeracy concepts, is key to progression
• Being able to explain when zeros must/could be
included in the answer indicates depth of
understanding.
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• This section of work always encourages reverse
processes.
• Show me what 10 x 43 or 100 x 61 looks like.
• I will show you a process and you will need to tell
me what multiplication it demonstrates.
• Give an example of 43 x 10 and see it differs from
10 x 43
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• This section of work builds progression, step by step
• Are there alternative pathways of progression and if
so, which pathway would be most suitable?
• Introducing multiples of 10, 100, 1000, etc can
cause problems for learners. A large number of
pupils can multiply by 4 and multiply by 10 quite
confidently. When asked to multiply by 40, they do
not always realise they should use these
transferrable skills.
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• As this section builds on prior knowledge and
learning experiences at First level, the Third level
work will build on what has happened here.
• Effective continuity will be enhanced by all teachers
becoming familiar with these support materials at
all three levels.
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• The processes within numeracy have structures and
some may even talk about the rules within
numeracy.
• Progression should be built upon understanding and
not memorising procedures and rules.
• When you multiply 10 x 2.3, you do not add a zero.
Teaching by rules can be dangerous, especially if the
rule only applies some of the time.
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