Multiplication and Division Calculation Policy
February 2015
MULTIPLICATION AND DIVISION CALCULATION POLICY

Children should be confident in using a range of mental calculation strategies (see mental calculation policy) and informal written
methods, before they are ready for formal written calculations

Mental calculation strategies should continue to be taught alongside formal written methods. At all stages of progression, a child should
be able to choose whether a calculation requires a mental or written strategy and what will be most efficient

Teaching informal written methods, such as how to use an empty number line, should provide a model for children to develop a mental
strategy

Teachers should plan to teach calculation strategies and then give a wide range of opportunities for children to apply the
strategy in problem solving contexts

Times tables should be taught everyday from Year 2 onwards either as part of a mental oral starter or at other times as
appropriate within the day
National curriculum expectations
Year 2 - 2,5,10 times tables
Year 3 – 3,4,8 times tables
Year 4 – all multiplication and division facts up to 12 x 12
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 1
Objective from the National Curriculum
Ways in which children calculate this
solve one-step problems involving
multiplication and division, by calculating the
answer using concrete objects, pictorial
representations and arrays with the support of
the teacher.
Learning Intentions
To be able to count in groups of equal size (eg 2s, 5s
and 10s)
To be able to represent multiplication as groups of equal
size on a number line
There are 3 sweets in one bag.
How many sweets are there in 5 bags?
To be able to solve multiplication problems by
representing groups of equal size with pictures
To be able to solve multiplication problems by using an
array
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 1
Objective from the National Curriculum
solve one-step problems involving multiplication
and division, by calculating the answer using
concrete objects, pictorial representations and
arrays with the support of the teacher.
Ways in which children calculate this
Using pictures and symbols
Children should have opportunities through play to
understand and experience division in terms of
Sharing – ‘one for you, one for me…’
Grouping – ‘let’s put three apples on each plate’
Sharing
6 sweets are shared between 2 people. How many do they have each?
Learning Intentions
To be able to divide by sharing objects
 
  
  
Practical activities involving sharing, distributing cards when playing a
game, putting objects onto plates, into cups, hoops etc.
Grouping
Sorting objects into 2s / 3s/ 4s etc
How many pairs of socks are there?
There are 12 crocus bulbs. Plant 3 in each pot. How many pots are
there?
Jo has 12 Lego wheels. How many cars can she make?
To be able to divide by grouping objects
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 2
Objective from the National Curriculum
Ways in which children calculate this
Learning Intentions
calculate mathematical statements for
multiplication and division within the
multiplication tables and write them using the
multiplication (×), division (÷) and equals (=)
signs

show that multiplication of two numbers can
be done in any order (commutative) and
division of one number by another cannot

solve problems involving multiplication and
division, using materials, arrays, repeated
addition, mental methods, and multiplication
and division facts, including problems in
context
To be able to multiply two numbers by using arrays
Looking at columns
2+2+2
3 groups of 2
Looking at rows
3+3
2 groups of 3
5x3=5+5+5
5
0
1
2
5
3
4
5
6
7
5
8
9 10
11 12 13 14 15
To be able to multiply two numbers using repeated
addition on a number line
To know that multiplication can be done in any order (is
communicative)
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 2
Objective from the National Curriculum
Ways in which children calculate this
calculate mathematical statements for
multiplication and division within the
multiplication tables and write them using the
multiplication (×), division (÷) and equals (=)
signs
Learning Intentions
To be able to divide numbers by repeatedly subtracting
on an empty number line

show that multiplication of two numbers can be
done in any order (commutative) and division of
one number by another cannot

solve problems involving multiplication and
division, using materials, arrays, repeated
addition, mental methods, and multiplication
and division facts, including problems in context
To be able to divide using arrays
6÷2=3
6÷3=2
Practical grouping e.g. in PE
12 children get into teams of 4 to play a game. How many teams
are there?
To know that division cannot be done in any order (is
not communicative)
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 3
Objective from the National Curriculum
Ways in which children calculate this
26 x 3 =
write and calculate mathematical statements
for multiplication and division using the
multiplication tables that they know,
including for two-digit numbers times onedigit numbers, using mental and progressing
to formal written methods
solve problems, including missing number
problems, involving multiplication and
division, including integer scaling
problems and correspondence problems
in which n objects are connected to m
objects
20 x 3 = 60
Learning Intentions
To be able to multiply two digit numbers by partitioning
6 x 3 = 18
60 + 18 = 78
To be able to use grid method to multiply
To be able to find the value of a missing box in
multiplication and division by using the inverse
* integer scaling problems eg 4 times as high, 8
times as long, 3 times as old
* correspondence problems eg 3 hats and 4 coats
how many different outfits; 12 sweets shared
equally between four children; 4 cakes shared
equally between 8 children
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 3
Objective from the National Curriculum
Ways in which children calculate this
Learning Intentions
To be able to divide on a number line by repeated
subtraction (counting back)
write and calculate mathematical statements for
multiplication and division using the
multiplication tables that they know, including
for two-digit numbers times one-digit numbers,
using mental and progressing to formal written
methods
solve problems, including missing number
problems, involving multiplication and division,
including integer scaling problems and
correspondence problems in which n objects
are connected to m objects
To be able to divide on a number line by repeated
addition (counting on)
72 ÷ 5 = 14r2
10 groups
2 groups
2 groups r2
72
To be able to divide on a number line by counting on in
multiples of tens and ones
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 4
Objective from the National Curriculum
Ways in which children calculate this
multiply two-digit and three-digit
numbers by a one-digit number using
formal written layout
Learning Intentions
To be able to multiply two numbers using the grid
method (TU x U)
solve problems involving multiplying
and adding, including using the
distributive law to multiply two digit
numbers by one digit, integer scaling
problems and harder correspondence
problems such as n objects are
connected to m objects.
To be able to multiply two numbers using the grid
method (HTU x U)
2 4
x 6
24
120
144
2 4
x 6
144
2
To be able to use expanded short multiplication to
multiply two numbers (TU x U)
To be able to use short multiplication to multiply two
numbers (TU x U)
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 4
Objective from the National Curriculum
Ways in which children calculate this
192 ÷ 6 = 32
solve problems involving multiplying and
adding, including using the distributive law
to multiply two digit numbers by one digit,
integer scaling problems and harder
correspondence problems such as n
objects are connected to m objects.
Learning Intentions
To be able to use chunking for division
To be able to use the short method for division
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 5
Objective from the National Curriculum
multiply numbers up to 4 digits by a oneor two-digit number using a formal written
method, including long multiplication for
two-digit numbers
Ways in which children calculate this
24
Learning Intentions
To be able to use expanded long multiplication to
multiply two numbers (TU x U)
x 16
24
120
40
200
384
2
24
To be able to use long multiplication to multiply two
numbers (TU x U)
x 16
144
240
384
To be able to multiply decimals numbers using the grid
method
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 5
Objective from the National Curriculum
Ways in which children calculate this
divide numbers up to 4 digits by a onedigit number using the formal written
method of short division and interpret
remainders appropriately for the context
Learning Intentions
To be able to use the short method for division with
remainders
To be able to use the short method for division,
expressing the remainder as a fraction
(remainder as numerator, divisor as denominator, simplify where
possible)
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 6
Objective from the National Curriculum
multiply multi-digit numbers up to 4 digits
by a two-digit whole number using the
formal written method of long
multiplication

Ways in which children calculate this
2435
x 16
14 610
24350
38960
Learning Intentions
To be able to use long multiplication to multiply two
numbers (ThHTU x TU)
MULTIPLICATION AND DIVISION CALCULATION POLICY
Stage 6
Objective from the National Curriculum
divide numbers up to 4 digits by a two-digit
whole number using the formal written
method of long division, and interpret
remainders as whole number remainders,
fractions, or by rounding, as appropriate for
the context
Ways in which children calculate this
Learning Intentions
To be able to divide using long division (ThHTU ÷ TU)