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Once they have noticed that there is a double digit number as the multiplier, I would then solve this silently at a normal pace – the reason for this is to show how effortless it can be and to give them the confidence that this is something that they do not need to struggle with. The multiplier is how many groups of these you need; how many times you’re going to multiply the multiplicand by. In the Year 5 objectives for multiplication and division, it states that ‘pupils should be taught 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.’ When revising for SATs, you may want to interleave long multiplicationproblems with long division problems to further reinforce the relationship between the two.

In Year 5 and Year 6 at primary school, long multiplication means multiplying a number that is at least three digits by one that is two digits or more. The appendix at the end of the year group objectives gives us an insight into what this looks like: You may also like: 35 times tables games suitable for home and school – choose one or two each week for home learning if your pupils still need to build consistency. Read more: Commutative property of multiplication How to make long multiplication easier During this next part of the lesson, I would show an example of the type of question they would be expected to answer by the end of the unit – in this case, it would be a 4 by 2-digit multiplication with any digit using the long multiplication method. The formal long multiplication method is a step by step method of supporting children to understand conceptually and practically how to multiply one three or four digit number by another two digit number or greater. The long multiplication method step by stepThis is an important point for teachers to recognise: it’s not that one child has an innate ability to do long multiplication and one child does not. It’s that one child has simply retained the crucial knowledge needed to be successful and therefore can make the connection to prior knowledge to drastically reduce what they need to actively work out. Not sure if your pupils are ready to jump into long multiplication? Grid method multiplication is a great ‘stepping stone’ to the column method. Long multiplication in the national curriculum The second digit is in the tens place so it is worth 10. This means we have 10 multiplied by 3. To show that we are multiplying by 10, we can place a zero in the ones place to act as a place holder.”

As their confidence grows and the process is embedded further, the multiplier can be changed and reasoning and problem solving questions can be introduced and answered with greater independence. Long multiplication examples The rest of this article explains how to teach long multiplication to develop a conceptual understanding, which will have the biggest impact for your class. It includes links to multiplication worksheetsto provide you with lots of practice. How cognitive science has affected my teaching of long multiplication To differentiate the work sheet would only lead to an increase in the attainment gap. The differentiation will come from additional instruction that I may give during this time. It is worth repeating again that the main aims for the first lesson are to build pupil confidence and begin to learn this method of multiplication.In the Year 6 objectives for multiplication and division, it says that, ‘pupils should be multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.’