Mathematics at Martin Frobisher Infant School Multiplication

Multiply Lots of Times Repeated addition Arrays Groups of

National curriculum- End of year 2 expectations linked to multiplication Expected Pupils can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve problems, demonstrating an understanding of commutativity as necessary.

National curriculum- End of year 2 expectations linked to multiplication Working at greater depth Pupils can use multiplication facts to make deductions outside of known multiplication facts. Pupils can determine remainders given known facts. The pupils can solve word problems with more than one step. The pupil can recognise the relationship between addition and subtraction and can rewrite addition statements as simplified multiplications statements. (e.g. 10 + 10 + 10 + 5 + 5 = 3 x 10 + 2 x 5 = 4 x 10

Resources we use in school Numicon Base 10 Diennes apparatus Number track Number line Hundred square Counting stick / counting beads Brain only!

Building blocks in multiplication Early multiplication in year one Use of pictures and marks- encouraging children to draw the multiplication problem or use resources to make it, then counting how many altogether. Counting in multiples of 1, 2, 5 and 10 (using counting sticks and beads and other objects such as pairs of socks, legs, glove fingers etc.)

Moving on to more formal methods Arrays Starting in year one- encourage children to count in rows and columns Two groups of three is six Three groups of two is six So 6 = 2 + 2 + 2 Or 6 = 3 + 3

How it develops into year 2 Drawing their own arrays- using dots/circles to draw their own arrays and understanding the commutativity of multiplication (4 x 2 = 2 x 4) Repeated addition (on a number line) Fluency counting in 2, 5 and 10 but should also count in 3’s.

Partitioning If the multiplication is beyond the number they know fluently, children should partition the number. E.g. 15 x 2 Split the tens and ones to make 10 x 2 and 5 x 2 Add the totals together

Fluency – Reasoning – Problem Solving Once children have understanding of the method and can multiply fluently, they can move on to reasoning and problem solving challenges. Maths is not just about the fluency.

Questions Any questions?

Opportunity to work with child 5 x 2 3 x 5 2 x 10 7 x 5 10 x 4 12 x 2 18 x 5 13 x 10