Written Multiplication

PROCEDURAL

Mathematics›Multiplication & Division|Ages 8—9|ID: mt_18fK9sQdIz

Multiply two-digit and three-digit numbers by a one-digit number using formal written layout

Mastery Evidence

Set out and solve 47 × 6 using short multiplication
Set out and solve 234 × 5 using short multiplication with carrying
Check the answer using estimation (e.g. 234 × 5 ≈ 200 × 5 = 1000)

Assessment Prompt

“Can [child] work out '347 × 6' by setting it out formally in a column — multiplying each digit separately and carrying where needed?”

Curriculum Standards1 alignment

Ma/KS2/Y4/MD/4The national curriculum in England

Formal written multiplication

multiply two-digit and three-digit numbers by a one-digit number using formal written layout

Mathematics · Key Stage 2

Prerequisites2

Written Multiplication & Division
hardAges 7—8
All times tables to 12×12
hardAges 8—9

Show full prerequisite tree

Written Multiplication & Division hard
Formal short multiplication extends Y3 written multiplication
- The three digits of a three-digit number soft
  Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)
  - A Hundred Is Ten Tens hard
    Three-digit place value requires understanding 100 as a unit
    - A Ten Is Ten Ones hard
      100 as ten tens extends understanding of 10 as ten ones
      - The teen numbers hard
        Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
        
        How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
    - The two digits of a two-digit number hard
      Must understand two-digit place value before extending to hundreds
      - A Ten Is Ten Ones hard
        Understanding tens and ones place value requires the concept of 10 as a bundle
        
        The teen numbers hard
        Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
        
        How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
      - The teen numbers hard
        General two-digit place value extends from understanding teen number composition
        
        How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
  - The two digits of a two-digit number hard
    Three-digit PV extends two-digit PV (tens and ones)
    - A Ten Is Ten Ones hard
      Understanding tens and ones place value requires the concept of 10 as a bundle
      - The teen numbers hard
        Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
        
        How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
    - The teen numbers hard
      General two-digit place value extends from understanding teen number composition
      - How Many in Total? hard
        Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Reading and writing numbers to 20 hard
        Composing/decomposing teen numbers requires reading and writing those numerals
        
        How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
- Times tables (age 7+) hard
  Written multiplication/division requires known table facts
  - Times tables hard
    3, 4, 8 times tables build on known 2, 5, 10 tables
    - Counting in 2s hard
      Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
    - Multiplication as repeated addition hard
      Recalling times table facts requires understanding multiplication as repeated addition/grouping
      - Counting in 2s soft
        Skip counting supports understanding equal groups (2s, 5s, 10s)
        
        Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
      - Addition as combining or putting together two hard
        Multiplication as repeated addition requires understanding addition as combining groups
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Skip Counting (4s, 8s, 50s, 100s) soft
    Counting in 4s and 8s supports learning those table facts
    - Counting in 2s hard
      Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
- Reading ×, ÷, and = Symbols hard
  Writing multiplication/division statements requires fluency with symbols
  - Reading +, −, and = symbols soft
    Reading × and ÷ symbols parallels reading + and − symbols
    - Reading and writing numbers to 20 hard
      Writing number sentences requires reading and writing numerals
      - How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
    - Addition as combining or putting together two hard
      Reading/writing the + symbol requires understanding what addition means
      - How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Subtraction as taking away or separating hard
      Reading/writing the − symbol requires understanding what subtraction means
      - How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Division as equal sharing hard
    Writing ÷ sentences requires understanding division
    - Subtraction as taking away or separating hard
      Division as equal sharing/grouping requires understanding subtraction as taking away/separating
      - How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Multiplication as repeated addition hard
    Writing × sentences requires understanding multiplication
    - Counting in 2s soft
      Skip counting supports understanding equal groups (2s, 5s, 10s)
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
    - Addition as combining or putting together two hard
      Multiplication as repeated addition requires understanding addition as combining groups
      - How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
All times tables to 12×12 hard
Written multiplication requires fluent table facts
- Counting in 6s soft
  Counting in 6s/7s/9s supports learning those table facts
  - Skip Counting (4s, 8s, 50s, 100s) hard
    Counting in 6s/7s/9s/25s/1000s extends counting in 4s/8s/50s/100s
    - Counting in 2s hard
      Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
- Times tables (age 7+) hard
  All tables to 12×12 extends knowledge of 3/4/8 tables
  - Times tables hard
    3, 4, 8 times tables build on known 2, 5, 10 tables
    - Counting in 2s hard
      Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
    - Multiplication as repeated addition hard
      Recalling times table facts requires understanding multiplication as repeated addition/grouping
      - Counting in 2s soft
        Skip counting supports understanding equal groups (2s, 5s, 10s)
        
        Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
      - Addition as combining or putting together two hard
        Multiplication as repeated addition requires understanding addition as combining groups
        
        How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Skip Counting (4s, 8s, 50s, 100s) soft
    Counting in 4s and 8s supports learning those table facts
    - Counting in 2s hard
      Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence

Unlocks2

Multiply & Add Problems
hardAges 8—9
Long multiplication
hardAges 9—10