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 5 (Stage 5)
Expectations
Vocabulary: : odd, even, count in twos, threes, fives, count in tens (forwards from/backwards from)
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Guidance & Written Methods for Multiplication
Pupils practise and extend their use of the formal written methods of short multiplication and short division (see
Mathematics Appendix 1). They apply all the multiplication tables and related division facts frequently, commit
them to memory and use them confidently to make larger calculations.
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identify multiples and factors, including finding all
factor pairs of a number, and common factors of
two numbers
know and use the vocabulary of prime numbers,
prime factors and composite (non-prime) numbers
establish whether a number up to 100 is prime
and recall prime numbers up to 19
multiply numbers up to 4 digits by a one- or twodigit number using a formal written method,
including long multiplication for two-digit
numbers
multiply and divide numbers mentally drawing
upon known facts
multiply and divide whole numbers and those
involving decimals by 10, 100 and 1000
recognise and use square numbers and cube
numbers, and the notation for squared (2) and
cubed (3)
solve problems involving multiplication and
division including using their knowledge of factors
and multiples, squares and cubes
solve problems involving addition, subtraction,
multiplication and division and a combination of
these, including understanding the meaning of the
equals sign
solve problems involving multiplication and
division, including scaling by simple fractions and
problems involving simple rates.
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, multiplication facts (up to 12x12), inverse, derive, factor pairs
composite numbers, prime number, prime factors, square number, cubed number, formal written method
They use and understand the terms factor, multiple and prime, square and cube numbers.
Pupils interpret non-integer answers to division by expressing results in different ways according to the context,
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including with remainders, as fractions, as decimals or by rounding (for example, 98 ÷ 4 = 98
4 = 24 r 2 = 24 2 =
24.5 ≈ 25).
Pupils use multiplication and division as inverses to support the introduction of ratio in year 6, for example, by
multiplying and dividing by powers of 10 in scale drawings or by multiplying and dividing by powers of a 1000 in
converting between units such as kilometres and metres.
Distributivity can be expressed as a(b + c) = ab + ac.
They understand the terms factor, multiple and prime, square and cube numbers and use them to construct
equivalence statements (for example, 4 x 35 = 2 x 2 x 35;
3 x 270 = 3 x 3 x 9 x 10 = 92 x 10).
Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example,
13 + 24 = 12 + 25; 33 = 5 x
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Written Methods – Steps (Also refer to Y4 policy)
NB: The grid method should not be used in Year 5 or 6, except for differentiation purposes.
Steps:
1. Progression from the expanded short method of multiplication to the formal written method of
compact short multiplication when multiplying by a single digit number.
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Multiplication Year 5 continued. . .
First remove the brackets, then recording is reduced further with the carried digits recorded below the line:
e.g.
becomes
becomes
38
38
38
X 7
X 7
X 7
56 (8 x 7)
56
266
5
210 (30 x 7)
210
266
266
Examples from New Curriculum 2014 – Appendix 1
NB: This method is appropriate for multiplying two and three digit numbers by numbers up to 12, which relies on
children have recall of their times table facts up to 12.
2.
Progression from the short method to the expanded long method of multiplication for two digit
numbers.
To ensure understanding of this method, it is important to make direct links to the grid method and as previously
may be helpful in the first instance to do both methods side by side to allow children to see the relationship.
There should be an emphasis on making sure that each part of one factor is multiplied by each part of the other
factor. Colour coding may help visual learners with this.
53
X
50
3
x 16
18 (3 x 6)
10
500
30
300 (50 x 6)
6
300
18
30 (3 x 10)
500 (50 x 10)
848
As we start with the most significant digit in the grid method, it needs to be made explicit to children that in the
short and long method we start with the least significant digit as this allows progression to the compact method.
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Multiplication Year 5 continued. . .
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Progression from the expanded long method of multiplication for two digit numbers to compact long
multiplication .
Children should be expected to maintain the systematic approach to multiplying numbers (seen above), working
right to left along the bottom number. This will ensure that mistakes are not made by ‘missing’ parts,
especially when multiplying numbers with more digits.
Example from New Curriculum 2014 – Appendix 1
Teachers should model how to explain each step of the
process and children should be able to articulate the
different stages of this calculation with the true values of the
digits they are dealing with.
e.g. 4 x 6 = 24 so record the 4 in the units and carry the 20 (2) into the tens
20 x 6= 120 + (the carried) 20 = 140 so record the 40 in the tens and carry the 100 (1) into the hundreds
column .
100 x 6 =600 + (the carried) 100 = 700. Record as 7 in the hundreds.
4 x 20 = 80 so record this on a new answer row in the correct columns.
20 x 20 = 400. Record the 4 in the hundreds column.
100 x 20 = 2000 so record this appropriately.
Use column addition to add the two totals together, resulting in 3224.
NB: The carry figures when multiplying by the units are recorded above and the carry figures when multiplying by
the tens digit are recorded below.
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