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.
• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
• 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 contexts.
Vocabulary : : number line, number track, 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
Guidance & Written Methods for Multiplication
Pupils use a variety of language to describe multiplication and division.
Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5 multiplication table to the divisions on the clock face. They begin to use other multiplication tables and recall multiplication facts, including using related division facts to perform written and mental calculations.
Pupils work with a range of materials and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and to repeated addition. They begin to relate these to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations to develop multiplicative reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4).
Children continue pattern work on a 100 square to help them begin to recognise multiples and rules of divisibility.
Children regularly sing songs, chant and play games to reinforce times tables facts and their associated patterns.
Written Methods – Steps (Also refer to Y1 policy)
1.
Continue the work introduced in year 1, but introduce recording using the multiplication sign (×)
5 + 5 + 5 + 5
5 x 4 = 20
Link counting in tens to place value using Diene’s and money and counting in fives to a clock face.
1

Year 2 multiplication continued . . .
2.
It is important to be able to visualise multiplication as a rectangular array. This helps children develop their understanding of the commutative law i.e. 3 x 4 = 4 x 3
4 4 4
0 12
3 lots of 4
0
3 3 3 3 4 x 3
4 lots of 3
3 x 4
This can be show on separate number lines or together for a more direct comparison as shown above.
At this point begin to link multiplication to division– for the above
12 ÷ 4 = 3 and 12 ÷ 3 = 4
3.
Children develop their understanding of place value using Dienes apparatus so that they are able to multiply numbers by 10. They also use this as they build on their understanding of the commutative law.
3 x 10 = 10 x 3 = 30
3 lots of 10
10 x 3
10 lots of 3
3 x 10
2