[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-493579-105":59,"doc-detail-493579-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","northgate-progression-in-multiplication-eyfs-multiplication-year-one-multiplication","Northgate Progression in Multiplication - EYFS Multiplication - Year One Multiplication","","Progression guidance for early multiplication learning across EYFS and Year One, linking multiplication to addition through doubling and repeated grouping. It specifies mental strategies (counting in 2s, 5s and 10s, arrays and number patterns), and supported concrete-to-pictorial-to-abstract representations. The document emphasizes real-life contexts and manipulatives to model repeated addition, introduce arrays and the language of columns and rows, and solve one-step problems. Suggested resources and useful IWB links support visualization and 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":57,"@type":76,"position":81},"https://docshare.wps.com/document/general/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/northgate-progression-in-multiplication-eyfs-multiplication-year-one-multiplication/493579/",{"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/northgate-progression-in-multiplication-eyfs-multiplication-year-one-multiplication/493579.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How should multiplication be introduced in EYFS?","Question",{"text":112,"@type":113},"Multiplication should be introduced through doubling and repeated addition. Use visualisation tools like Numicon to represent repeated adding of the same number and record it using drawings or printed resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which mental counting strategies are used in Year One multiplication?",{"text":117,"@type":113},"Pupils count on from and back to zero in ones, twos, fives or tens. They make connections between arrays, number patterns, and counting in twos, fives and tens.",{"name":119,"@type":110,"acceptedAnswer":120},"How are arrays used to support understanding of multiplication?",{"text":121,"@type":113},"Arrays are used to explain multiplication as equal groups. Pupils use columns and rows language with concrete apparatus, and draw arrays to represent problems such as “3 apples in each column, 4 columns” and “5 counters in each row, 2 rows.”","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},493579,1792008874,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":56,"category_name":57,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Northgate Progression in Multiplication  \nEYFS Multiplication  \n\n|  | Mental Strategies | Concrete | Pictorial | Abstract | Vocabulary | Models, Images and resources |\n| --- | --- | --- | --- | --- | --- | --- |\n| EYFS | The link between addition and multiplication should be introduced though doubling.\u003Cbr>If available, Numicon is used to visualise the repeated adding of the same number. These can then be drawn around or printed as a way of recording.\u003Cbr>\u003Cbr>Real life contexts and use of practical equipment to count in repeated groups of the same size:\u003Cbr>How many wheels are there altogether?\u003Cbr>\u003Cbr>Count in twos; fives; tens both aloud and with objects. | Repeated grouping/repeated addition\u003Cbr>| Children to draw the concrete resources they are using.\u003Cbr>| Write the number sentence\u003Cbr>2 + 2 + 2 = 6 | Lots of\u003Cbr>Groups of\u003Cbr>Times\u003Cbr>Repeated\u003Cbr>addition\u003Cbr>Double | 100 square\u003Cbr>Number lines\u003Cbr>Number tracks\u003Cbr>Bead strings ( for children )\u003Cbr>Bead bar\u003Cbr>Tens Frame\u003Cbr>Numicon\u003Cbr>Place Value Disks\u003Cbr>Cuisenaire\u003Cbr>Base tens and ones |\n|  |  | Children are given multiplication problems set in a real life context. Children are encouraged to visualise the problem. How many fingers on two hands? How many sides on three triangles? How many legs on four ducks?\u003Cbr>Children are encouraged to read number sentences aloud in different ways “five times two makes ten”“ten Is equal to five multiplied by two” |  |  |  |  |\n|  | Useful IWB links for manipulatives | [https://www.coolmath4kids.com/manipulatives/base-ten-blocks](https://www.coolmath4kids.com/manipulatives/base-ten-blocks)\u003Cbr>[https://mathsbot.com/manipulatives/placeValueCounters](https://mathsbot.com/manipulatives/placeValueCounters)\u003Cbr>[https://mathsbot.com/manipulatives/bar](https://mathsbot.com/manipulatives/bar)\u003Cbr>[https://classroomsecrets.co.uk/free-year-1-part-whole-model-iwb-addition-and-subtraction-activity/](https://classroomsecrets.co.uk/free-year-1-part-whole-model-iwb-addition-and-subtraction-activity/)\u003Cbr>[https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/](https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Ten-Frame/)\u003Cbr>[http://www.ictgames.com/mobilePage/tenFrame/index.html](http://www.ictgames.com/mobilePage/tenFrame/index.html) |  |  |  |  |\n\nYear One Multiplication  \n\n|  | Mental\u003Cbr>Strategies | Concrete |  | Pictorial | Abstract | Vocabulary | Models, Images and resources |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Year\u003Cbr>1 | Count on from and back to zero in ones, twos, fives or tens\u003Cbr>Make connections between arrays, number patterns, and counting in twos, fives and tens. | Repeated Addition – Counting in 2s\u003Cbr>Use images of different objects |  | Repeated Addition- – Counting in 2s\u003Cbr>Draw the objects\u003Cbr>\u003Cbr>There are 7 groups of 2\u003Cbr>Repeated addition – Counting in Tens\u003Cbr>Draw the objects\u003Cbr>\u003Cbr>4 groups of ten ( t represents ten)\u003Cbr>\u003Cbr>Try to avoid pupils drawing out ALL ten objects 4 times. | Repeated Addition- – Counting in 2s\u003Cbr>Can use bar model, number line and equation\u003Cbr>\u003Cbr>\u003Cbr>2 + 2 + 2 + 2 + 2 + 2 + 2 = 14\u003Cbr>Repeated addition – Counting in Tens\u003Cbr>As above\u003Cbr>\u003Cbr>10 + 10 + 10 + 10 = 40 | Lots of\u003Cbr>Groups of\u003Cbr>Times\u003Cbr>Repeated\u003Cbr>addition\u003Cbr>Double\u003Cbr>Sets\u003Cbr>Groups,\u003Cbr>Pairs\u003Cbr>Array | 100 square\u003Cbr>Number lines\u003Cbr>Number tracks\u003Cbr>Bead strings ( for children )\u003Cbr>Bead bar\u003Cbr>Tens Frame\u003Cbr>Numicon\u003Cbr>Place Value Disks\u003Cbr>Cuisenaire\u003Cbr>Base tens and ones |\n|  |  | \u003Cbr>There are 7 groups of 2 | |  |  |  |  |\n|  |  | Repeated addition – Counting in Tens\u003Cbr>Use images of different objects – including Numicon\u003Cbr>4 groups of 10 (fingers and thumbs)\u003Cbr>4 groups of 10 pens\u003Cbr>18 – 5 using counters\u003Cbr>\u003Cbr>|  |  |  |  |  |\n\n\n|  |  | Repeated addition – Counting in Fives\u003Cbr>Please follow the guidance from counting in 2s and 10s – exactly the same principle\u003Cbr>Using arrays\u003Cbr>Explain the language of columns and rows. Use concrete apparatus.\u003Cbr>\u003Cbr>There are 3 apples in each column. There are 4 c","cbCaidb0WA2n6FgJ","https://ap.wps.com/l/cbCaidb0WA2n6FgJ","pdf",1143906,11,"English","# EYFS Multiplication\n## Mental strategies\n## Concrete\n## Pictorial\n## Abstract, vocabulary and models/resources\n# Year One Multiplication\n## Mental strategies\n## Concrete and pictorial representations\n## Abstract, vocabulary and models/resources\n## Practical problem solving","[{\"question\":\"How should multiplication be introduced in EYFS?\",\"answer\":\"Multiplication should be introduced through doubling and repeated addition. Use visualisation tools like Numicon to represent repeated adding of the same number and record it using drawings or printed resources.\"},{\"question\":\"Which mental counting strategies are used in Year One multiplication?\",\"answer\":\"Pupils count on from and back to zero in ones, twos, fives or tens. They make connections between arrays, number patterns, and counting in twos, fives and tens.\"},{\"question\":\"How are arrays used to support understanding of multiplication?\",\"answer\":\"Arrays are used to explain multiplication as equal groups. Pupils use columns and rows language with concrete apparatus, and draw arrays to represent problems such as “3 apples in each column, 4 columns” and “5 counters in each row, 2 rows.”\"}]","Northgate Progression in Multiplication - EYFS Multiplication - Year One Multiplication | PDF",1790884202,17]