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Builds understanding of commutativity through arrays and discussions, and connects number patterns to multiplication. Advances to written methods including number line jumps, expanded column methods and the grid method for multiplying 2-digit by single digits, then longer applications with estimation, checking, and reliable written recording.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multiplication-count-in-equal-groups-of-2s-5s-and-10s/493575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multiplication-count-in-equal-groups-of-2s-5s-and-10s/493575.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do learners develop multiplication understanding at the start?","Question",{"text":112,"@type":113},"They count equal groupings using concrete objects, repeated addition, number line jumps, and arrays for 2s, 5s, and 10s.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are arrays important for multiplication?",{"text":117,"@type":113},"Arrays help learners see multiplication in rows and columns and support understanding that multiplication can be done in any order (commutative law).",{"name":119,"@type":110,"acceptedAnswer":120},"What methods are introduced for written multiplication?",{"text":121,"@type":113},"The document introduces the grid method and expanded column method, including practical array building to translate the calculation into grid format.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493575,1791784236,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| | There are 3 sweets in one bag. How many sweets are in 5 bags altogether? |  |  |\n| --- | --- | --- | --- |\n|  | | | 3+3+3+3+3 = 15\u003Cbr>|\n| Give children experience of counting equal group of objects in 2s, 5s and 10s.\u003Cbr>Present practical problem solving activities involving counting equal sets or groups, as above. |  |  |  |\n\nKey vocabulary: groups of, lots of, times, array, altogether, multiply, count  \nKey skills for multiplication at Y1:  \nCount in multiples of 2, 5 and 10.  \nSolve one-step problems involving multiplication, by calculating the answer using concrete objects,  \npictorial representations and arrays with the support of the teacher.  \nMake connections between arrays, number patterns, and counting in twos, fives and tens. Begin to understand doubling using concrete objects and pictorial representations.  \n(using at least 2s, 5s and 10s)  \n| Use repeated addition on a number line: |  |\n| --- | --- |\n| Starting from zero, make equal jumps up on a number line to work out multiplication facts and write multiplication statements using x and = signs. | |\n| Use arrays:\u003Cbr>3 x 5 = 5 + 5 + 5 = 15\u003Cbr>5 x 3 = 3 + 3 + 3 + 3 = 15\u003Cbr>Use arrays to help teach children to understand the commutative law of multiplication, and give examples such as 3 x   = 6.\u003Cbr>Use practical apparatus:\u003Cbr>\u003Cbr>\u003Cbr>Use mental recall:\u003Cbr>Children should begin to recall multiplication facts for 2, 5 and 10 times tables through practice in counting and understanding of the operation.\u003Cbr>|  |\n\nKey vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, column, row, commutative, sets of, equal groups, times as big as, once, twice, three times...  \nKey skills for multiplication at Y2 :  \nCount in steps of 2, 3 and 5 from zero, and in 10s from any number.  \nRecall and use multiplication facts from the 2, 5 and 10 multiplication tables, including recognising oddsand evens.  \n Write and calculate number statements using the x and = signs.  \nShow that multiplication can be done in any order (commutative) .  \nSolve a range of problems involving multiplication, using concrete objects, arrays, repeated addition, mental methods, and multiplication facts.  \nPupils use a variety of language to discuss and describe multiplication.  \n| Introduce the grid method for Progress to expanded column multiplication\u003Cbr>multiplying 2-digit by single-digits:\u003Cbr>Eg. 23 x 8 = 184 \u003Cbr>\u003Cbr>\u003Cbr>Line up the digits in place value columns.\u003Cbr>\u003Cbr>Then add as column: 184 (ensure the 8 isn’t added)\u003Cbr>Introduce the grid method with children physically making an array to represent the calculation (e.g. make 8 lots of 23 with 10s and 1s place value counters), then translate this to grid method format.\u003Cbr>\u003Cbr>\u003Cbr>X 8 20 160 3 24 |  |\n| --- | --- |\n| To do this, children must be able to:\u003Cbr>Partition numbers into tens and units\u003Cbr> Multiply multiples of ten by a single digit (e.g. 20 x 4) using their knowledge of multiplication facts and place value\u003Cbr>Recall and work out multiplication facts in the 2, 3, 4, 5, 8 and 10 times tables.\u003Cbr> Work out multiplication facts not known by repeated addition or other taught mental strategies (e.g. by commutative law, working out near multiples and adjusting, using doubling etc.) Strategies to support this are repeated addition using a number line, bead bars and arrays:\u003Cbr>\u003Cbr>|  |\n| | |\n\nKey vocabulary: groups of, lots of, times, array, altogether, multiply, count, multiplied by, repeated addition, column, row, commutative, sets of, equal groups, times, _times as big as, once, twice, three times... , partition, grid method, multiple, product, tens, units, value  \nKey skills for multiplication:  \nRecall and use multiplication facts for the 2, 3, 4, 5, 8 and 10 multiplication tables, and multiply multiples of 10.  \n Write and calculate number statements using the multiplication tables they know, including 2-digit x single-digit, drawing upon mental methods, and progressing to reliable written meth","cbCaiqDmWqnnuVQk","https://ap.wps.com/l/cbCaiqDmWqnnuVQk","pdf",1164515,"English","# Multiplication foundations\n## Equal groups, counting, and repeated addition\n## Arrays, commutativity, and number patterns\n# Multiplication methods by year level\n## Year 1: doubling and counting in 2s, 5s, 10s\n## Year 2: recall and solve using arrays and repeated addition\n## Grid and expanded column methods\n## Estimation, checking, and accuracy\n# Developing efficient strategies\n## Partitioning, multiples of ten, and mental recall\n## Multiplication facts up to 12×12","[{\"question\":\"How do learners develop multiplication understanding at the start?\",\"answer\":\"They count equal groupings using concrete objects, repeated addition, number line jumps, and arrays for 2s, 5s, and 10s.\"},{\"question\":\"Why are arrays important for multiplication?\",\"answer\":\"Arrays help learners see multiplication in rows and columns and support understanding that multiplication can be done in any order (commutative law).\"},{\"question\":\"What methods are introduced for written multiplication?\",\"answer\":\"The document introduces the grid method and expanded column method, including practical array building to translate the calculation into grid format.\"}]","Multiplication - Count in equal groups of 2s, 5s, and 10s | PDF",1790884182,15]