Cubed Maths Multiplication

Revisiting multiplication for older students

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Cubed Maths Improving Mathematical Literacy

 Progression of student learning

Ages 8 -11 Written algorithms

Multiplication/Division

Ages 6-8 Addition/Subtraction

Algebraic Reasoning
Conceptual Place value
Proportional Reasoning

Ages 4-6 Number structure

Number definition

A typical primary progression. Many

Many ideas supported by research from “Developing Number Knowledge: Assessment, Teaching teenage students have major holes in this
and Intervention with 7-11 year olds, 2011, Wright, Ellemor-Collins, Tabor” arithmetical base.
Cubed Maths Improving Mathematical Literacy
 Progression in developing mental & written computation

Mental strategies Mental strategies Competent mental

(concrete) (abstract) strategies

Informal jottings

Semi-formal
written strategies

Competent written
algorithms

Formal written
strategies In educational settings writing dominates.
This can over-shadow developing
competency in mental strategies.
Cubed Maths Improving Mathematical Literacy
 Multiplication recovery
Embed
Operational Competent mental
Principles strategies
Identify rooted
multiplication Calculations:
(x) facts employ mental strategy
write the answer
Familiarise the
verify the answer
Area Model
[think - answer - verify]

Remediate
shaky x facts
Intuitive
Concrete Revisit x/÷
Pictorial mental
Abstract strategies
Application Extend x
Communication methods to
larger numbers
Area Model : Concrete & Pictorial
Written algorithms tend to be efficient but
Grid Model : Abstract can leave a chasm between their execution
and mathematical understanding.
Cubed Maths Improving Mathematical Literacy
 Operational Principles - Commutative Law

Addition
5+2=2+5 a+b=b+a
a b

b a

Multiplication
3x2=2x3 axb=bxa
b a

b
a

The area of a x b is the The Operational Principles in this approach

are best understood represented as areas.
same as the area of b x a Bars have a height of 1, if it is not specified.
Cubed Maths Improving Mathematical Literacy
 Operational Principles - Associative Law

Addition
(1 + 4) + 2 = 1 + (4 + 2) (a + b) + c = a + (b + c)
a b c

a b c

Useful for ‘changing’ a mental maths

calculation. 17 + 8 + 2 is more prone to
errors than 8 + 2 + 17.
Cubed Maths Improving Mathematical Literacy
 Operational Principles - Associative Law
(a x b) x c = a x (b x c)

Multiplication a

(3 x 4) x 2 = 3 x (4 x 2)
c
a
b
c
b

b b

a a

repeated c times

The Associative Law is represented here as

The area of (a x b) x c is the same as both area and volume. An area
representation is best for consistency.
the area of a x (b x c)
Cubed Maths Improving Mathematical Literacy
 Operational Principles - Distributive Law (a + b) x c = (a x c) + (b x c)
(a - b) x c = (a x c) - (b x c)
(a + b) ÷ c = (a ÷ c) + (b ÷ c)
(a - b) ÷ c = (a ÷ c) - (b ÷ c)

3 x (5 + 2) = 3 x 5 + 3 x 2
a x (b + c) = a x b + a x c
=15 + 6 b+c

b c

b c

a a

The Distributive Law has a multiplicational

The area of a x (b + c) is the same as application as well as a divisional
application.
the area of (a x b) + (a x c)
Cubed Maths Improving Mathematical Literacy
 Mental maths - supporting beliefs
• To improve mathematical literacy - encourage the plasticity of number - a strong
understanding of number bonds and the part-whole construction of number
• A competent student uses a range of mental computation strategies from change, split,
jump
• Strategies should not be selected as if picking a tool out of a toolbox, but noticing
number relationships and reasoning about relationships
• Students are not taught to select and use strategies but by cultivating their awareness
of number relationships and their competence with additive reasoning
• Strategies are named but not taught as standard procedures and labels are not
intended to lead to standardised procedures
• Ironically, stronger students tend to operate on easier mathematics by first changing
the problem, weaker students literally attempt harder maths problems
• To develop mental maths, calculations should be carried out mentally using the
strategies, and then the answer is written down. Formal and semi-formal methods
should be then used to verify the answer
• Typically one problem with many solutions is more engaging than one solution for
many problems

Mental methods should be an intrinsic part

of multiplication. Problems occur when the
written method does not follow the mental.
Cubed Maths Improving Mathematical Literacy
 Mentally solve these calculations. Use a visual representation
Multiplication or an informal expression to verify your thinking

4x6 12 x 13

3 x 16 5 x 27

Use an intuitive method that first comes to

hand. A student’s perspective: familiarity
does not equate to understanding.
Cubed Maths Improving Mathematical Literacy
 Progression of multiplicative reasoning

Inverse relationship, commutative and

distributive principles

Multiplicative sense – area model

Basic number facts for multiplication

Non-counting strategies
Moving away from counting multiples & repeated addition

Multiples and sequences of multiples

3, 6, 9, 12, …

Unitising numbers
Counting on, seeing the whole & parts of a number

A typical primary progression. Many

teenage students have holes in this
arithmetical base.
Cubed Maths Improving Mathematical Literacy
 Multiplicative reasoning

How many squares?

8

5 ?

Visual
Partial screening Bare numbers
representation
Counting/repeated addition Counting/repeated addition
4.5 4.5 How young children develop sense of area:
from counting squares to partial screening
4 Possibly 4.2 No to multiplicative reasoning.
Cubed Maths Improving Mathematical Literacy
 Multiplication facts 100 facts
1 x 1= 1 1 x 2= 2 1 x 3= 3 1 x 4= 4 1 x 5 = 5
2 x 1= 2 2 x 2= 4 2 x 3= 6 2 x 4= 8 2 x 5 = 10 Too late to
3 x 1= 3 3 x 2= 6 3 x 3= 9 3 x 4 = 12 3 x 5 = 15 learn by age
4 x 1= 4 4 x 2= 8 4 x 3 = 12 4 x 4 = 16 4 x 5 = 20 13.
5 x 1= 5 5 x 2 = 10 5 x 3 = 15 5 x 4 = 20 5 x 5 = 25
6 x 1= 6 6 x 2 = 12 6 x 3 = 18 6 x 4 = 24 6 x 5 = 30
7 x 1= 7 7 x 2 = 14 7 x 3 = 21 7 x 4 = 28 7 x 5 = 35
8 x 1= 8 8 x 2 = 16 8 x 3 = 24 8 x 4 = 32 8 x 5 = 40
9 x 1= 9 9 x 2 = 18 9 x 3 = 27 9 x 4 = 36 9 x 5 = 45
10 x 1 = 10 10 x 2 = 20 10 x 3 = 30 10 x 4 = 40 10 x 5 = 50

1 x 6= 6 1 x 7= 7 1 x 8= 8 1 x 9= 9 1 x 10 = 10
2 x 6 = 12 2 x 7 = 14 2 x 8 = 16 2 x 9 = 18 2 x 10 = 20
3 x 6 = 18 3 x 7 = 21 3 x 8 = 24 3 x 9 = 27 3 x 10 = 30
4 x 6 = 24 4 x 7 = 28 4 x 8 = 32 4 x 9 = 36 4 x 10 = 40
5 x 6 = 30 5 x 7 = 35 5 x 8 = 40 5 x 9 = 45 5 x 10 = 50
6 x 6 = 36 6 x 7 = 42 6 x 8 = 48 6 x 9 = 54 6 x 10 = 60
7 x 6 = 42 7 x 7 = 49 7 x 8 = 56 7 x 9 = 63 7 x 10 = 70 Many teenage students
who struggle with tables
8 x 6 = 48 8 x 7 = 56 8 x 8 = 64 8 x 9 = 72 8 x 10 = 80 have missed the
9 x 6 = 54 9 x 7 = 63 9 x 8 = 72 9 x 9 = 81 9 x 10 = 90 opportunity to rote learn
tables.
10 x 6 = 60 10 x 7 = 70 10 x 8 = 80 10 x 9 = 90 10 x 10 = 100
Cubed Maths Improving Mathematical Literacy
 Multiplication groupings

1x3=3 3x1=3
2x3=6 3x2=6
3x3=9 3x3=9
4 x 3 = 12 3 x 4 = 12
5 x 3 = 15 3 x 5 = 15
6 x 3 = 18 3 x 6 = 18
7 x 3 = 21 3 x 7 = 21
8 x 3 = 24 3 x 8 = 24
9 x 3 = 27 3 x 9 = 27
10 x 3 = 30 3 x 10 = 30

The table of 3s 3 times table

One common cause of gaps in recall is that

schools are not always consistent about the
teaching of tables.
Cubed Maths Improving Mathematical Literacy
 Multiplication facts x 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10

Suggested order of 100 2 2 4 6 8 10 12 14 16 18 20

multiplication facts
3 3 6 9 12 15 18 21 24 27 30
• 1x (19) 19
• 2x (17) 36 4 4 8 12 16 20 24 28 32 36 40
• 10x (15) 51
5 5 10 15 20 25 30 35 40 45 50
• 5x (13) 64
• 3x (11) 75 6 6 12 18 24 30 36 42 48 54 60
• 4x (9) 84
• 6x 7 7 14 21 28 35 42 49 56 63 70
• 9x
• 8x 8 8 16 24 32 40 48 56 64 72 80
• 7x
9 9 18 27 36 45 54 63 72 81 90

10 10 20 30 40 50 60 70 80 90 100

After 10 years or so of formal education, a

teenager is unlikely to memorise 50 plus
tables facts that were not learned already.
Cubed Maths Improving Mathematical Literacy
 Multiplication facts x 1 2 3 4 5 6 7 8 9 10

1 1
Suggested order of 55
multiplication facts 2 2 4

• 1x (10) 10 3 3 6 9
• 2x (9) 19
• 10x (8) 27 4 4 8 12 16
• 5x (7) 34
5 5 10 15 20 25
• 3x (6) 40
• 4x (5) 45 6 6 12 18 24 30 36
• Square No’s
(4) 49 7 7 14 21 28 35 42 49

Left with (6) 55 8 8 16 24 32 40 48 56 64

• 6x7
• 6 x 8, 7 x 8 9 9 18 27 36 45 54 63 72 81

• 6 x 9, 7 x 9, 8 x 9
10 10 20 30 40 50 60 70 80 90 100

If teenagers know their 1x, 2x, 3x, 5x and 10x tables, this
would be enough to master the area model and develop a
solid sense of multiplicative reasoning.
Cubed Maths
The commutative law reduces the number
of facts required but does not eliminate all
gaps. Other strategies are required.
Improving Mathematical Literacy
 Area model - multiplication
10
The area of a 2 dimensional shape,
like a rectangle or square, is the
amount of space inside the
boundary of the shape.

100

10
10 10 The area of a flat is 10 by 10, or 100.
The area of a rod is 1 by 10, or 10.
It is also 10 by 1, again 10.
The area of a unit is 1 by 1, or 1.

1
10
1 10

1
It’s important to define the area of each
1 1 piece for whole number multiplication.

Cubed Maths Improving Mathematical Literacy

 Area model - multiplication
On an aside, some maths kits provide a 10 x 10 x 10 cube to represent
one thousand. To be clear this is not useful for the area model. It
moves from 2D into 3D and therefore is inconsistent. Placing 10 flats
side by side, in the same way a rod can be constructed from units,
would provide an area of 1000 made from 10 x 100 or 100 x 10. This is
more logical and retains a similar number structure.

100 100 100 100 100 100 100 100 100 100

Likewise, the next structure represents 10,000 and would be a square of 10 flats by 10
flats. This is in turn followed by a rod of 10 of these 10 flats by 10 flats, representing
100,000, and so on. This produces an iterative sequence of a square, a rod, a square, a
rod and so on, of ever increasing multiples of 10.

The 3D cube representing 1000 has no

place in the area model.

Cubed Maths Improving Mathematical Literacy

 Area model - multiplication
E1 Calculate 4 x 6
6
6 100

4 4 24

10 1

E2 Calculate 3 x 16

This is the Distributive Law at work.

10 6
3 x 16 = 3 x (10 + 6)
3 = (3 x 10) + (3 x 6)
= 30 + 18
= 48
10 6
3 30 18
48
For consistency, the first number in the
calculation is positioned as the vertical
dimension and the second as horizontal.
Cubed Maths Improving Mathematical Literacy
 Area model - multiplication
E3 Calculate 12 x 13

10 3 10 3 100

10 10 1
12

13 x
10 3 12
10 100 30 130 130 +
2 20 6 26 26
156 156 Each number in the calculation can be
divided into any amount. For teen numbers,
10 and the rest would be a logical split.
Cubed Maths Improving Mathematical Literacy
 Area model - multiplication
E4 Calculate 14 x 23
10 10 3
100

10
10 1

23 x 20 3
10 10 3 14 10 200 30 230
10 100 100 30 230 230 + 4 80 12 92
4 40 40 12 92 92 322
322 322 23 is split here into 10, 10 and 3. This
results in a 2 x 3 grid. A 20 and 3 split is
equally valid with a 2 x 2 grid.
Cubed Maths Improving Mathematical Literacy
 Area model - structure
The grid structure, underpinned x +2
by the Distributive Law, supports x
various multiplicative forms e.g.
+3
1 2
30 7 a) 23 x 37 e) 23 x 15
b) 142 f) (x + 3)(x + 2)
20 c) 2.3 x 3.7 x +4
g) (x + 4)2
3 d) 0.23 x 0.37 h) (a + b)(c + d) x

+4
10 4 0.3 0.07
10 0.2
c d
4 0.03
a
2
3 0.7 1 5 b
2 2
1
0.3 3
Too often Maths is seen as purely
hierarchical. Such representations allow
Maths to be shown as a network of ideas.
Cubed Maths Improving Mathematical Literacy
 Area model - multiplication Q1 Split the second number and use the grids to carry
out the multiplications.
7x6 8x6 8x7

5 1
7

7 x (5 + 1)
7 x (3 + 3)

9x6 9x7 9x8

The Distributive Law is employed

here but the Commutative Law can
also be used to make the calculation These are the table facts least remembered.
appear easier. One number, typically the 2nd, can be split
in different ways. 5 plus the rest is efficient.
Cubed Maths Improving Mathematical Literacy
 Area model - multiplication Q1 Split both numbers and use the grids to carry out the
multiplications.
6x8 7x8 9x9

6 x 35 14 x 13 24 x 37

27 x 245 14 x 12.5 1.7 x 1.2

Cubed Maths Improving Mathematical Literacy

 Area model - multiplication Answers

6x8 7x8 9x9

4 4 4 4 5 4
3 12 12 3 12 12 5 25 20
30 5
3 12 12 4 16 16 4 20 16
6 180 30
24 24 48 56 81
210

6 x 35 14 x 13 24 x 37
30 5 10 3 30 7
5 150 25 10 100 30 20 600 140
1 30 5 4 40 12 4 120 28
210 182 888

27 x 245 14 x 12.5 1.7 x 1.2

200 40 5 10 2 0.5 1 0.2
20 4000 800 100 10 100 20 5 1 1 0.2
7 1400 280 35 4 40 8 2 0.7 0.7 0.14
6615 175 2.04
Cubed Maths Improving Mathematical Literacy
 Area model – decimal multiplication
1 The area of a flat is 1 by 1, or 1.
1 1
The area of a rod is 1 by 10, or 10.
1 1
It is also 10 by 1, again 10.
1 1 1
The area of a unit is 10 by 10, or 100.

𝟏
1 1 1
𝟏𝟎 These are useful to show the
equivalence of
1
a) 0.1 and 10
1
b) 0.01 and 100
Represent the following:
1
a) 0.04 b) 0.24 c) 0.20
1 10 d) 1.3 e) 1.34 f) 1.04
1
𝟏𝟎
𝟏

10
1
10
1 𝟏 It’s important to define the area of each
piece and to show the relationship between
10 𝟏𝟎𝟎 a tenth and 0.1, a hundredth and 0.01 etc.
Cubed Maths Improving Mathematical Literacy
 Area model - multiplication

1
E1 0.3 x 0.5 E2 0.3 x 1.4
5
4
10
3
0.5 1 10 1 0.4 𝟏 𝟏
3 𝟏𝟎 𝟏𝟎𝟎
10 0.3 0.15 10
0.3 0.3 0.12
0.42

E3 1.2 x 2.6
6
1 1 10
2.6 x
2 0.6 1.2
1 1 2 0.6 2.6 260 +
0.2 0.4 0.12 0.52 52
2
10
3.12 3.12

The above could be demonstrated using

fractions only - tenths and hundredths.

Cubed Maths Improving Mathematical Literacy

 Area model - division
E1 Calculate 60 ÷ 5
100

? 10 2 10 2 12 10 1

5
60 5
60 5
60 12
50 10 50 10 5 60

E2 72 ÷ 3 E3a 156 ÷ 12 E3b 156 ÷ 12

20 4 24 10 3 13 10 3 13
100 30
10
3
72 12
156 2
156
20 6
60 12 120 36 120 36

With division, the area is given and one

side. The other side is calculated by taking
off chunks of strips with width 10 or 5 etc
Cubed Maths Improving Mathematical Literacy
 Area model - division Q1 Use the area model to carry out these divisions

98 ÷ 7 92 ÷ 4 111 ÷ 3

165 ÷ 11 238 ÷ 14 368 ÷ 23

546 ÷ 21 825 ÷ 33

Try multiples of 10, then 5, then anything

smaller as chunks. Note 5x is half of
whatever 10x is.
Cubed Maths Improving Mathematical Literacy
 Area model - division Answers

98 ÷ 7 92 ÷ 4 111 ÷ 3
10 4 20 3 30 7

7 4 3

70 28 80 12 90 21
165 ÷ 11 238 ÷ 14 368 ÷ 23
10 5 10 5 2 10 5 1

11 14 23

110 55 140 70 28 230 115 23

546 ÷ 21 825 ÷ 33
20 5 1 20 5

21 33 Try multiples of 10, then 5, then anything

smaller as chunks.

Cubed Maths 420 105 21 660 165 Improving Mathematical Literacy

 Mental strategies (x/÷)

Change
“Can I change the problem? Can
I split?” 1
Re-order 16 halves → of 16
2

Inverse
500 ÷ 25 → 25 x ? = 500
operation
Split
14 x 8 4 x 3.7 Factors 16 x 25 → 8 x 50
Doubles and halves
10 x 8 4x8 4 x 3 4 x 0.7
1
80 + 32 = 112 12 + 2.8 = 14.8 Equivalence 25% of 64 → of 64
4

10 x 8 + 4 x 8 → 4 x 3 + 4 x 0.7 → Round &

80 + 32 → 112 12 + 2.8 → 14.8 6 x 3.99 → 6 x 4 - 6
adjust

Strategies are not selected as if picking a tool out of a

Mental maths for x/÷ involves either
toolbox and are not named, but developed through noticing
changing the calculation to a simpler one or
number relationships. Hence use “change” instead of splitting the numbers involved.
teaching the different strategies.
Cubed Maths Improving Mathematical Literacy
 x/÷ Scope Change Split

L3 Whole numbers (1 - 1000) Re-order to make x easier 7 x 4 → 4 x 7 To x use known facts and addition
Halves and quarters or subtraction to work out an
Money up to £10.00 Inverse operation between x/÷ unknown multiplication fact
3 x 4 = 12 so 12 ÷ 4 = 3 and 12 ÷ 3 = 4 7x4→5x4+2x4
20 ÷ 5 → 5 x ? = 20 9 x 3 → 10 x 3 - 3

Factors to x use doubles to extend 2x to 4x and 3x to 6x

4 x 6 → double 2 x 6
7 x 6 → 6 x 7 → double 3 x 7

L4 Whole numbers (1 - 10,000) Re-order to make x easier To x use known facts within 10 x 10
Simple fractions 18 x 5 → 5 x 18, 16 halves → 12 of 16 to calculate
Numbers to 1 decimal place 14 x 8 → 10 x 8 + 4 x 8
Money up to £100.00 Round one number then x and adjust
6 x £3.99 → 6 x £4 – 6p

Inverse operation between x/÷

Factors to x use doubles and halves

35 x 4 → 70 x 2
16 halves → 8 wholes
80 x 6 → 8 x 10 x 6 → 6 x 8 x 10
600 ÷ 60 → 600 ÷ 10 ÷ 3

L5 Whole numbers and negative Re-order to make x easier 312 x 2 → 2 x 312 To x a 2-digit number by a single
numbers in context digit number, partition the 2-digit
Mixed fractions Round to suitable multiple of 10, 100, 1000 then x and number
Numbers to 2 decimal place adjust 34 x 8 → 30 x 8 + 4 x 8
19 x 22 → 20 x 22 - 1 x 22 To x by 15, multiply by 10 and add
half the product
Inverse operation between x/÷ 24 x 15 → 24 x 10 and half of this
5000 ÷ 250 → 250 x ? = 5000
67 ÷ 6 → 6 x 10 and 6 x 1 so 67 = 60 + 6 + 1

Cubed Maths Improving Mathematical Literacy

 x/÷ Scope Change Split

L5 cont Factors
A. to x use doubles and halves
16 x 25 → 8 x 50 or 4 x 100 16 x 0.5 → 8 x 1
B. to x/÷ by multiples of 10 use:
• factors of one of the numbers 3500 ÷ 70 → 3500 ÷ 7 ÷ 10 or 3500 ÷ 10 ÷ 7
• factors of both of the numbers 1300 x 40 → 13 x 4 x 100 x 10
C. to x/÷ by 50 or 25, use x or ÷ by 100
32 x 50 → half of 32 x 100
600 ÷ 25 → 4 x 25 in a 100 → so 600 gives 24 x 25 & add 2 x 25 giving 26 x 25

Equivalence between fractions, decimals or percentages

50% of £3.64 → half of £3.64
112m + 0.75m → 1.5m + 0.75m or 112m + 34m
215 - 110
1
→ 210
2 1
- 110 or 2.2 - 1.1

L6 Directed numbers Re-order numbers/algebraic terms to make x/÷ easier To x 2 numbers

Mixed fractions 8 ÷ 6 x 9 → (8 x 9) ÷ 6 partition one number
Numbers to 3 dp and multiply both parts
Percentages Round one number then x and adjust by the other number
Ratio and proportion 5 x 434 → 5 x 5 - 5 x 14 6 x 399 → 6 x 400 - 6 5 x 414 → 5 x 4 + 5 x 14
Algebraic symbols 5 x 4.9 → 5 x 5 - 5 x 0.1 4 x 3.7 → 4 x 3 + 4 x 0.7
Inverse operation between x/÷, square & square root, cube & cube root
1
x–3=7 4
x=3

Factors
When calculating with percentages and ratios use doubles, halves and factors
1712% of £8 → 35% of £4 or 10% of 8 + 5% of £8 + 212% of £8

Equivalence to divide by a fraction

4.9 ÷ 0.7 → 49
7
8 ÷ 0.02 → 800
2
50 ÷ 0.01 → how many hundredths in 50 → 5000 1

Cubed Maths Improving Mathematical Literacy