Year
Multiplication
Foundatio
n stage
Children start by counting on in 2’s and 10’s. They also
practise doubling and grouping numbers which is then linked
to problem solving e.g. how many pieces of bread to make 5
sandwiches. To support children, teachers will use lots of
physical equipment such as numicon, cubes, counters, natural
resources and other objects that the children can practise
grouping and doubling. This is particularly important in Key
Stage 1 as pencil and paper procedures only develop once the
links are made in children’s understanding.
Year 1
Children learn to multiply using concrete objects, numicon,
pictorial representations and arrays with the support of the
teacher.
Making sets: 3 x 5
Leading to:
+
Year 2
(‘3 sets of 5’ or ‘3 lots of 5’)
+
= 15
Children in Year 2 continue with hands on maths based around
grouping, doubling but start to use informal pencil and paper
procedures, particularly a number line. Children learn to
recognise that multiplication is repeated addition. They also
begin to use arrays.
Number Line:
Additional notes to support
teaching and learning
Teaching video
demonstrating how
multiplication can be
demonstrated in different
ways
https://www.ncetm.org.uk/r
esources/40530
Multiplication should be
taught as being the same as
repeated addition.
Children should learn that
multiplication of two
numbers can be done in any
order (commutative).
Teaching video available at:
https://www.ncetm.org.uk/r
esources/40530
Use number lines with
divisions before empty
number lines.
Repeated Addition: 5 + 5 + 5 = 3 lots of 5 = 3 x 5 = 1
Arrays:
Multiplication should be
taught as being the same as
repeated addition.
Year 3
Children in year 3 learn to write and calculate mathematical
statements for multiplication using the multiplication tables
that they know, including for two-digit numbers times onedigit numbers, using mental and progressing to formal written
methods
Children should know that
multiplication of two
numbers can be done in any
order (commutative).
Teaching video available at:
https://www.ncetm.org.uk/r
esources/40530
Partitioning: = 13 x 5 = (10 x 5) + (3 x 5) = 50 + 15 = 65
Year 4
In year 4 children learn to multiply two-digit and three-digit
numbers by a one-digit number using a formal written layout.
Both the grid method and the expanded vertical method are
taught side by side.
Video demonstrating use of
grid method
https://www.ncetm.org.uk/r
esources/40530
Process Steps to Success – Grid Multiplication (2-digit x 1digit)
1. Estimate the answer first.
2. Create the grid as shown below.
3. put the single digit on the top and partition the 2-digit
number down the left hand side.
4. Multiply the numbers down the side with the number on
top and fill in the grid.
5. Add together the numbers in the grid and check answer
against the estimate.
Grid and vertical method
should be taught alongside
each other.
Video demonstrating how to
link grid method with
vertical method
https://www.ncetm.org.uk/r
esources/40530
Process Steps to Success – Grid Multiplication (2-digit x 2digit)
1. Start as for 1-digit but partition both numbers.
2. Multiply the numbers down the side with the number on
the top and fill in the grid.
3. Add together each row and create a vertical addition sum
to the right.
4. Complete the addition sum.
2-digit x 1-digit:
X
5
10
50
3
15+
65
2-digit x 1-digit:
X
30
8
10
300 80
=
380
7
210 56
=
266 +
646
1
Process Steps to Success – Expanded Vertical Multiplication
1. Estimate the answer first.
2. Line the numbers up vertically as shown below.
3. Take the bottom right digit and multiply it by both the top
digits.
4. Write the calculation you have done and put it in brackets
to the side.
5. (2-digit x 2-digit) repeat with the number on the bottom
left.
6. Add together the numbers to get the answer and check
against the estimate.
2-digit x 1-digit:
13
5 x
5 0 (5 x 3)
1 5 (5 x 10)
65
Note, once children have mastered the concept of this
method, they can stop putting the numbers in brackets.
2-digit x 2-digit:
38
17 x
56
210
80
(7 x 8)
(7 x 30)
(10 x 8)
300
646
1
Year 5
(10 x 30)
Children in year 5 learn to multiply numbers up to 4 digits by a
one- or two-digit number using a formal written method,
including long multiplication for two-digit numbers
Process Steps to Success – Short Multiplication (TU x U and
HTU x U)
1. Estimate the answer first.
2. Set the sum out the same as the vertical expanded method.
3. Start with the bottom right hand number and multiply that
with the top right hand number.
4. Put the answer below the line. If it is a 2-digit number then
put a small tens digit in the next column.
5. Continue with the bottom right hand number and multiply
that with the other digits on the top.
6. Underline the answer and check against the estimate.
Video demonstrating how to
link grid method with
vertical method
https://www.ncetm.org.uk/r
esources/40530
Process Steps to Success – Short Multiplication (TU x U and
HTU x U)
1. When you have completed using the bottom right hand
digit, you need to move on to the left hand bottom digit.
2. Before you do any calculations, put in the place holder.
3. Then complete the sum in the same way (2 x 6 and then 2 x
3)
4. Add together the lines to arrive at the answer.
HTU x U =
236
4 x
944
1 2
TU x TU =
36
24 x
144
2
7 20
1
864
Year 6
Remember
the place
holder
In year 6 children learn to multiply multi-digit numbers up to 4
digits by a two-digit whole number using the formal written
method of long multiplication. Children will also multiply with
decimals.
Teach alongside grid to
reinforce the understanding
of place value.







158
x 67
_____
1106
9480
_____
10586
Process Steps to Success – Short Multiplication with Decimals
1. Estimate the answer.
2. Put the number with the most digits on the top and the
other number below.
3. Forget the decimal places exist for the moment. Complete
the sum as you would without the decimals.
4. When you have an answer, identify how many digits were
after the decimal place(s) in the original sum. Move the
decimal place a corresponding number left.
£ 2.3 6
4 x
944
1 2
With the figure of 944, you then check how many
digits there are after the decimal place which is 2
digits (.36) so the decimal place is moved two
places in the answer to 9.44