1. Multiplying
Multiplying by one digit multiplier (standard method) Slide 2
Multiplying by one digit multiplier (expanded method) Slides 3-4
Multiplying by two digit multiplier (expanded method) Slides 5-6
Multiplying by two digit multiplier (standard method) Slides 7-10
Teachers
Use these experiences with whole numbers in any order to suit student needs.
The experiences should be repeated many times across the year.
Where possible, coordinate your language (and student language) to the actions occurring onscreen.
Hints
To use the pointer pen option to write numbers as provided by students: Click Slide Show. Right click mouse. Select Pen.
To start at a specific slide: Click on Slide Show. Scroll to the Slide you want. Click From Current Slide.

2. 455 x
425 x 1 1 1 2 13 6 5 21 2 5
Say: We are going to multiply 455 by 3.
Ask: What is our first sum (calculation)?
Click to show the arrow multiplying 3 x 5
Ask: How do we show the total of 15 on the sum?
Click to show the total of 15 as 5 ones and 1 ten.
Ask: What is our next sum?
Click to show the arrow multiplying 3 x 5 tens
Ask: How do we show the total of 15 tens + 1 ten on the sum?
Click to show the total of 16 tens as 6 tens and 1 hundred.
Ask: What is our last sum?
Click to show the arrow multiplying 3 x 4 hundreds
Ask: How do we show the total of 12 hundreds + 1 hundred on the sum?
Click to show the total of 13 hundreds.
Ask: What is 455 multiplied by 3?
Repeat for 425 x 5.

3. 455
x 3 15
3 x 5 = 15
150
3 x 50 =
150
1200
3 x 400 =
1200 13 6 5
Teacher: Make sure you have recently been through the calculations for 455 x 3 on the previous slide.
Say: I am going to show you a different way we could multiply 455 by 3.
Ask: What is the first multiplication we do?
Click to show the arrow multiplying 3 x 5
Click to show 3 x 5 =
Ask: What is 3 x 5?
Click to show 15 as the answer and click again to show 15 inside the sum.
Ask: What is the next multiplication we do?
Click to show the arrow multiplying 3 x 50
Click to show 3 x 50 =
Ask: What is 3 x 50?
Click to show 150 as the answer and click again to show 150 inside the sum.
Ask: What is the last multiplication we do?
Click to show the arrow multiplying 3 x 400.
Click to show 3 x 400 =
Ask: What is 3 x 400?
Click to show 1200 as the answer and click again to show 1200 inside the sum.
Ask: What do you think we do next? Why do you think that?
Click to add.
Ask: What is 455 by 3?
Teacher: You may want to go back to Slide 3 to see how 455 x3 can also be completed by the standard method.

4. 425
x 5 25
5 x 5 = 25
100
5 x 20 =
100
2 000
5 x 400 =
2 000 2 1 2 5
As for slide 3.

5. 25
x 45 25
5 x 5 = 25
100
5 x 20 =
100
200
40 x 5 =
200
800
40 x 20 =
800 11 2 5
Teacher: Make sure you have recently been through the expanded calculation method on the previous 2 slides.
Say: We can use the idea that we used to multiply 425 times 5 to do the sum 25 times 45.
Ask: Before we start, how big will the answer be? Will it be greater or less than 1000? Why do you think that?
Ask: What is the first multiplication we do?
Click to show the arrow multiplying 5x5.
Click to show 5x5 =
Ask: What is 5x5?
Click to show 25 as the answer and click again to show 25 inside the sum.
Ask: What is the next multiplication we do?
Click to show the arrow multiplying 5x20
Click to show 5x20 =
Ask: What is 5x20?
Click to show 100 as the answer and click again to show 100 inside the sum.
Click to show the arrow multiplying 40x5.
Click to show 40x5 =
Ask: What is 40x5?
Click to show 200 as the answer and click again to show 200 inside the sum.
Click to show the arrow multiplying 40x20.
Click to show 40x20 =
Ask: What is 40x20?
Click to show 800 as the answer and click again to show 800 inside the sum.
Ask: What do you think we do next? Why do you think that?
Click to add each column (including regrouping).
Ask: What is 25x45? What is 45x25?
Teacher: You may want to go on to Slide 7 to see how 25x45 can also be completed by the standard method.

6. 36
x 25 30
5 x 6 = 30 1
150
5 x 30 =
150
120
20 x 6 =
120
600
20 x 30 =
600 9
As for Slide 5.

7. 25
X 45 2 2 12 5 10 1 1 2 5
Teacher: At this level place value explanations are no longer required as students should be confident with these understandings. The algorithm is described as an adult would solve it.
Say: We have multiplied 25 by 45 by writing down the 4 small sums (calculations) we need to do. (Slide 5)
Say: We can also do the sum a quicker way. We do this by doing the small sums in our head and only writing the answer.
Say: We are going to multiply 25x45
Say: We can multiply 25x5 first.
Ask: What is the first small sum (calculation) we do in our head?
Click to show the arrow multiplying 5x5
Click to fade the arrow.
Ask: What is 5x5?
Ask: Where do we record the 5 ones?
Ask: Where do we record 2 tens?
Click to show 5 recorded and 2 regrouped.
Say: Now we multiply 5x2.
Click to show the arrow multiplying 5x2.
Ask: What is 5x2?
Say: And now we add 2 to 10.
Ask: Where do we record the 12 tens?
Click to show 12 recorded.
Say: We have now recorded the (answer) product for 5x25 on this line.
Ask: What is the product of 5x25?
Say: Next we are going to multiply from the tens column so we enter a zero first.
Click to show the 0.
Ask: What is our next small sum?
Click to show the arrow multiplying 4x5.
Ask: What is 4x5?
Ask: Where do we record the 20?
Click to show 0 recorded.
Click to show the 2 regrouped.
Ask: What is our last small sum?
Click to show the arrow multiplying 4x2.
Ask: What is 4x2?
Say: And now we add 2 to 8.
Click to show 10 recorded.
Say: We have now recorded the (answer) product of 40x25 on this line.
Ask: What is the product of 40x25?
Ask: What do we do next to find the total?
Say: Watch as the total is added.
Click to add the ones, tens, hundreds in sequence.
Say: We have multiplied 45x25.
Ask: What is the product when you multiply 45x25?

8. 36
X 25 3 1 1 18 7 2 9
Teacher: At this level place value explanations are no longer required as students should be confident with these understandings. The algorithm is described as an adult would solve it.
Say: We have multiplied 36 by 25 by writing down the 4 small sums (calculations) we need to do. (Slide 6)
Say: We can also do the sum a quicker way. We do this by doing the small sums in our head and only writing the answer.
Say: We are going to multiply 36 by 25.
Say: We can multiply 36 by 5 first.
Ask: What is the first small sum (calculation) we do in our head?
Click to show the arrow multiplying 5x6
Click to fade the arrow.
Ask: What is 5x6?
Ask: Where do we record the 6 ones?
Ask: Where do we record 3 tens?
Click to show 6 recorded and 3 regrouped.
Say: Now we multiply 5x3.
Click to show the arrow multiplying 5x3.
Ask: What is 5x3?
Say: And now we add 3 to the 15.
Ask: Where do we record the 18?
Click to show 18 recorded.
Say: We have now recorded the (answer) product for 5x36 on this line.
Ask: What is the product of 5x36?
Say: Next we are going to multiply from the tens column so we enter a zero first.
Click to show the 0.
Ask: What is our next small sum?
Click to show the arrow multiplying 2x6
Ask: What is 2x6?
Ask: Where do we record the 12 tens (120)? Why do you think that? (e.g. “2 times 6 tens is 12 tens or 120. We put 2 in the tens place and regroup the 1 to the hundreds.”)
Click to show 2 recorded.
Click to regroup the 1.
Ask: What is our last small sum?
Click to show the arrow multiplying 2x3
Ask: What is 2x3?
Ask: Do we have another hundred to add to the 6?
Click to show 7 recorded.
Say: We have now recorded the (answer) product of 20x36 on this line.
Ask: What is the product of 20x36?
Ask: What do we do next to find the total?
Say: Watch as the total is added.
Click to add the ones, tens, hundreds in sequence.
Say: We have multiplied 36x25
Ask: What is the product when you multiply 36x25?

9. 49
X 34 3 2 1 19 6
1 4 7 1 6 6 6
Teacher: At this level place value explanations are no longer required as students should be confident with these understandings. The algorithm is described as an adult would solve it.
Use the algorithm to practice the standard format for solving double digit multiplication problems.
Note: Ask students to estimate a total (product) first.

10. 57
X 86 5 4 1 34 2
4 5 6 4 9 2
As for Slide 9.

11. Sage-N-Scribe
The sage gives the scribe step-by-step instructions on how to solve the problem or task.
The scribe records the Sage’s solution step-by-step in writing, coaching if necessary.
The scribe praises the sage.
Students switch roles for the next problem.

12. 1.

13. 2. 3.

14. 4. 5.

15. Multiplication Strategies
Multiply the Parts
Factorising
How numbers can be broken up to male multiplying easier. E.g.
12 x 8 = 10 x x 8 = =
99 x 6 = x 6 =
= 594
How factorising numbers in a multiplication number sentence can make calculations much easier. E.g.
x =
7 X 2 x 3 x 5 =
2 x 5 x 7 x 3 =
x = 210