Multiplication Strategies
Multiplication Strategies
Items in this lesson
Multiplication Strategies
This lesson is designed for roughly 45 minutes online. The focus is on understanding multiplication as equal groups and using strategies efficiently before moving into practice and word problems.
Our Learning Goal
I can solve multiplication questions by using useful multiplication strategies.
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What words come to mind when you hear multiplication?
Use this to surface prior ideas such as groups, times tables, adding, rows, columns, doubles, and counting. Briefly connect student responses to the lesson goal of using strategies.
What Multiplication Means
Multiplication shows equal groups
It tells us how many groups and how many in each group
Example: 4 groups of 3 means 4 × 3
We can find the total without counting one by one
Emphasise the language 'groups of'. Grade 3 pupils often mix up 4 x 3 and 3 x 4 in word descriptions, even though the total is the same.
Repeated Addition
One way to multiply is to add the same number again and again.
3 × 5 means 5 + 5 + 5
2 × 4 means 4 + 4
Repeated addition helps us see why multiplication works
It is useful when we are first learning a fact
Link multiplication to addition, but also note that multiplication is faster when numbers get larger.
Arrays Show Rows and Columns
An array is a neat arrangement in rows and columns
3 rows of 4 shows 3 × 4
Arrays help us count quickly and check equal groups
They also help us notice patterns
If teaching live, model how the same array can be read as rows or columns. This prepares pupils for the commutative property later.
Skip Counting
Skip counting is another multiplication strategy.
Count by 2s for facts with 2
Count by 5s for facts with 5
Count by 10s for facts with 10
Example: 5 × 4 can be counted as 4, 8, 12, 16, 20
Clarify that in 5 x 4, pupils can count 4 five times if thinking of five groups of four. Keep the spoken wording consistent.
Use Facts You Already Know
Known facts can help with new facts.
If you know 2 × 6, you can think about 4 × 6 as double again
If you know 5 × 3, then 6 × 3 is one more group of 3
Good strategies help you solve facts without starting from the beginning
This slide introduces derived facts informally. Keep examples concrete and verbal for Grade 3 learners.
Which picture of multiplication matches 4 × 3?
4 groups of 3
3 groups of 4
4 add 3
3 less than 4
This checks the equal-groups meaning introduced in the first strategy block. A common confusion is mixing up multiplication with addition wording.
Complete the strategy summary
Multiplication shows equal groups. One way to solve 3 × 5 is repeated addition. An array helps us see rows and columns. We can also use skip counting to count in a pattern.
All four blanks echo the exact load-bearing terms from slides 2 to 6.
The 2 Times Table
Multiplying by 2 means doubling
2 × 7 is double 7
The answers are always even numbers
This is often one of the quickest facts to learn
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The 5 Times Table
Multiplying by 5 links to counting in fives
Answers end in 0 or 5
We can use our hands, clocks, and money to notice patterns
Example facts: 5 × 2, 5 × 6, 5 × 9
Use familiar contexts such as 5p coins or minutes on a clock if needed.
The 10 Times Table
Multiplying by 10 means ten equal groups
Facts in the 10 times table are often easy to spot
Example facts: 10 × 3, 10 × 7, 10 × 9
Knowing the 10 times table can help with other facts too
Avoid over-explaining place value here; keep the focus on basic fact recognition and pattern noticing.
Turn Facts Around
When we multiply, we can switch the numbers and the total stays the same.
3 × 4 and 4 × 3 have the same total
This means one known fact can help with another fact
Arrays help us see why this works
Use the exact same language each time. This is the commutative property, but the formal term is not necessary unless the teacher wants to mention it.
Fact Practice
2 × 8
5 × 7
10 × 4
3 × 6
4 × 5
Do not display answers. Invite mental strategies such as skip counting, doubling, or using a known fact.
More Fact Practice
6 × 2
5 × 8
10 × 6
4 × 4
3 × 9
7 × 5
Keep this brisk. Ask pupils to name the strategy they would use, not only the product.
Choose a Good Strategy
Different facts can be solved in different ways.
Use doubling for facts with 2
Use skip counting for facts with 5 or 10
Use an array when you want to picture rows and columns
Use a known fact to help with a new one
This slide ties the strategy work together before moving into word problems.
What is a quick strategy for 2 × 7?
Doubling
Sharing
Subtracting
Halving
This checks that pupils connect the 2 times table with doubling.
Fill in the fact ideas
In the 5 times table, answers end in 0 or 5. In the 10 times table, we can use skip counting. We can also turn facts around because the total stays the same.
This ties together times-table patterns and the idea that 3 × 4 and 4 × 3 match.
Which strategy helps you most with fact practice?
Doubling
Skip counting
Arrays
Known facts
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Word Problems Need Two Steps
First, find the multiplication in the story
Next, work out what the second step asks you to do
Read carefully for words like altogether, more, left, or shared
We will solve the story in order
Prepare pupils to identify two operations without providing worked solutions on the slide.
Word Problem 1
There are 4 boxes of pencils. Each box has 5 pencils. Then the teacher adds 3 more pencils to the pile.
How many pencils are there altogether?
Two-step structure: multiply first, then add. Do not reveal the answer.
Word Problem 2
A baker puts 6 buns on each tray. There are 3 trays. After that, 4 buns are sold.
How many buns are left?
Two-step structure: multiply first, then subtract. Do not reveal the answer.
Word Problem 3
There are 5 tables in a room. Each table has 4 chairs. Then 2 extra chairs are brought in.
How many chairs are there now?
Two-step structure: multiply first, then add. Do not reveal the answer.
Word Problem 4
A toy shop has 7 shelves. Each shelf has 3 toy cars. Then 5 more toy cars arrive and are added.
How many toy cars does the shop have altogether?
This is one of the more challenging problems because the numbers are less familiar and the total is not a simple table fact alone.
Word Problem 5
There are 8 packs of stickers. Each pack has 5 stickers. Mia gives 9 stickers to her friends.
How many stickers does she have left?
This is the second challenging problem. Pupils need to multiply first and then subtract across a larger total. Do not reveal the answer.
What Helps Us Solve?
Find the equal groups
Choose a strategy such as skip counting, doubling, or an array
Check the second step carefully
Make sure your answer matches the story
This slide acts as a summary bridge from strategies to independent application.
In a two-step word problem, what should you find first?
The final answer
The equal groups
The biggest number
The extra words
This checks the process from the word-problem introduction: identify the multiplication first, then the second step.
How do you know whether to add or subtract second?
Expected elements: students should mention finding the equal groups first, choosing a strategy such as skip counting, doubling, an array, or a known fact, and then checking whether the second step is add or subtract.
Complete the problem-solving steps
When solving a story problem, first find the equal groups. Next, choose a strategy such as doubling or skip counting. Then check the second step carefully so your answer matches the story.
This reinforces the summary slide before the glossary and keeps the focus on process rather than revealing any word-problem solutions.
What is one thing you learned about multiplication today?
Invite brief reflection on a strategy, fact family, or word-problem step they now understand better.
Which strategy helped you the most today?
Encourage students to mention a specific support such as arrays, skip counting, doubling, known facts, or reading the second step carefully.
How confident do you feel about two-step multiplication problems now?
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Glossary
multiplication - a way to find the total of equal groups
equal groups - groups that each have the same number
repeated addition - adding the same number again and again
array - objects arranged in rows and columns
skip counting - counting forwards by the same amount each time
factor - a number used in a multiplication fact
product - the answer to a multiplication question
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