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In Year 5 and Year 6 at primary school, long multiplication means multiplying a number that is at least three digits by one that is two digits or more. If you need more long multiplication examples, Third Space Learning’s White Rose lesson slides and worksheets for Year 6 Four Operations gives you more opportunities to work through the stages step by step. Once they have noticed that there is a double digit number as the multiplier, I would then solve this silently at a normal pace – the reason for this is to show how effortless it can be and to give them the confidence that this is something that they do not need to struggle with. No matter what pupils’ starting point is, there are still things we can do in the classroom to help them all get to grips with the procedure of long multiplication. As I mentioned earlier, my aim for the first couple of lessons is to build confidence in the method.

During this next part of the lesson, I would show an example of the type of question they would be expected to answer by the end of the unit – in this case, it would be a 4 by 2-digit multiplication with any digit using the long multiplication method.

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That’s a total of 16 steps that children need to become fluent in to get to the final answer. Bearing in mind the limits of our working memory, this is a lot to take on and can quite easily overwhelm it. This will prevent this information from being encoded. You may also like: 35 times tables games suitable for home and school – choose one or two each week for home learning if your pupils still need to build consistency. Read more: Commutative property of multiplication How to make long multiplication easier

I would then provide two long multiplication questions that I would ask pupils to complete independently. During this time, I will observe and support as required. This significantly reduces the cognitive load on and helps free up all their working memory to learn the procedure of long multiplication. Of course, these pupils will still have to learn their multiplication facts but this just helps break down those barriers and helps them become successful. This is an important point for teachers to recognise: it’s not that one child has an innate ability to do long multiplication and one child does not. It’s that one child has simply retained the crucial knowledge needed to be successful and therefore can make the connection to prior knowledge to drastically reduce what they need to actively work out.In this step, pupils will be called on to give answers and the whole class can mark as they hear the answer. If some of them disagree with an answer we can discuss it as a class until the correct answer is found. Step 8 – Diagnostic questions

To do that, I ensure that our first multiplier is 11. By making the second factors 11, all that is required here is to multiply by one. I have yet to come across a child, even those who may struggle with their multiplication, who doesn’t know the 1 times table. See also: Lowest common multiple, Highest common factor& What is a multiple The multiplier is how many groups of these you need; how many times you’re going to multiply the multiplicand by. From the model, we can see that the person uses their attention to take things from the environment into the working memory. The person then attempts to encode this information into their long-term memory, but some information may be forgotten for a myriad of reasons. If a child is not secure in their multiplication facts, then you need to stage an intervention to get them up to speed. Contrary to popular opinion, learning multiplication facts is important, and while you may be able to teach times tables for instant recall at earlier ages, by upper KS2 it’s very difficult to find the time. To differentiate the work sheet would only lead to an increase in the attainment gap. The differentiation will come from additional instruction that I may give during this time.When revising for SATs, you may want to interleave long multiplicationproblems with long division problems to further reinforce the relationship between the two. Happy that pupils are able to copy the process and understand it, I would now provide a long multiplication worksheet for them to complete. How does this help us teach the long multiplication method? Well let’s be clear about something first. The last multiplication question would also have a different multiplier than 11 to see if pupils could apply the process when the demand on working memory is greater.