Stoke Minster CE (A) Primary School
Multiplication Policy
Mental and written calculation methods should be taught alongside each other throughout the entirety of this progression. When teaching children to calculate, emphasis
should be placed on choosing and using the method that is most efficient.
Multiplication- YEAR 3 (Stage 3)
Expectations
•
•
•
recall and use multiplication and division facts
for the 3, 4 and 8 multiplication tables
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 positive integer scaling
problems and correspondence problems in
which n objects are connected to m objects.
Vocabulary: : odd, even, count in twos, threes, fives, count in tens (forwards from/backwards from)
How many times? Lots of, groups of, once, twice, three times, five times , repeated addition, array, row, column, double, halve,
product, multiples of four, eight, fifty and one hundred , scale up
Guidance & Written Methods for Multiplication
Pupils continue to practise their mental recall of multiplication tables when they are calculating mathematical
statements in order to improve fluency. Through doubling, they connect the 2, 4 and 8 multiplication tables.
Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 × 12
× 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2
= 6 ÷ 3) to derive related facts (for example, 30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3).
Pupils develop reliable written methods for multiplication and division, starting with calculations of two-digit
numbers by one-digit numbers and progressing to the formal written methods of short multiplication and division.
Pupils solve simple problems in contexts, deciding which of the four operations to use and why. These include
measuring and scaling contexts, (for example, four times as high, eight times as long etc.) and correspondence
problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different
outfits?; 12
Written Methods – Steps (Also refer to Y2 policy)
1. Use practical and informal methods to solve simple TU U calculations by partitioning.
For example, to find 12 x 5, first partition the 12 because 10 + 2 = 12
Then understand that 10 fives are 50 and add on another 2 fives to make 60.
This is the first exposure to the distributive law of multiplication e.g. 12x 5 = (10+2)x5= 10x5 + 2 x5
Children will they need lots of practise of this using practical apparatus.
Using a number line:
or
10 x 5
0
The link between arrays and the grid method should be made clear to
children by the use of place value apparatus such as Dienes apparatus.
1
2x5
50
60
Year 3 multiplication continued . . .
12 x 5
Using informal jottings:
10
2
x
5
10 x 5 = 50
2 X 5 = 10
50
10
The Grid Method
13 x 4 NB: Continue to use methods in step 1 alongside the grid method to start
with to link prior learning to new learning.
X
10
3
Children should be shown how this model shows
4 x13 but the calculation steps are ‘made easier’
by partitioning the 13 into 10 and 3. The use of
Dienes emphasises the distributive law.
4
40
12
This then becomes:
X
4
Related calculations and estimates
To utilize further methods, children need to
a) know their multiplication facts and how to use a
multiplication grid for those have not committed to
memory.
b) be able to identify and use related calculations
and place value effectively
e.g. for 47 X 3 they must be able to calculate 40 X 3.
They need to recognise the ‘root’ calculation
4 x 3 = 12
and understand that as 40 is ten times greater than 4
the product will also be ten times greater.
40 x 3 = 120
2
5
50 + 10 = 60
2.
10
10
3
40
12
40 + 12 = 52
Before carrying out calculations children are encouraged to estimate their answer using rounding. They compare
their answer with the estimate to check for reasonableness.
47 x 3
Estimate 47 x 3 is approximately
50 x 3 = 150
X
40
7
3
120
21
120 + 21 = 141 ( If need be: 100 + 20 + 20 + 1)
3.
Move to multiplying TU x TU using the grid method.
18 x 13
X
10
8
10
100
80
3
30
24
100 + 80 + 30 + 20 + 4 = 100 + 100 + 30 + 4 = 234
2
3