Multiplication as repeated addition (age 6+)

PROCEDURAL

Mathematics›Multiplication & Division|Ages 6—7|ID: mt_wh3UqnWsa7

Solve problems involving multiplication and division using arrays, repeated addition, mental methods, and known facts

Mastery Evidence

Solve 'There are 5 bags with 2 apples in each. How many apples?' using repeated addition or known fact
Solve 'Share 15 sweets equally among 3 children' using grouping
Draw an array to solve a multiplication problem in context

Assessment Prompt

“If you tell [child] 'you have 5 bags with 4 marbles in each — how many altogether?', can they figure it out using objects, a drawing, or mental adding?”

Curriculum Standards1 alignment

Maths/Y2/MD/4The national curriculum in England

Solve multiplication and division problems

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Mathematics · Key Stage 1

Prerequisites2

Arrays for multiplication
softAges 5—6
Times tables
hardAges 6—7

Show full prerequisite tree

Arrays for multiplication soft
Arrays are a key representation for solving multiplication/division problems
- Division as equal sharing hard
  Using arrays for division requires understanding division as grouping
  - 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
  Using arrays requires understanding what multiplication means
  - 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'
Times tables hard
Solving multiplication/division problems requires knowing the table facts
- 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'

Unlocks1

Multi-Step Multiply & Divide
hardAges 7—8