Multiplication Strategies

Overview

In this lesson (lesson 7 of 10), students strengthen multiplication facts and strategies using skip counting, arrays, and the multiplication tables to improve recall. They practise using known facts to solve new problems.

Learning intentions

Students will:

• use skip counting to find the total number of groups when given a multiplication equation
• recall and use multiplication facts up to 5× and 10× (as appropriate for the class range)
• explain how they use a multiplication table and known facts to work out related facts
• solve simple word problems using multiplication

Success criteria

Students can:

• skip count by 2s, 3s, 4s or 5s from different starting points to match multiplication equations
• use a multiplication table or known facts (e.g., doubling/near doubles) to find missing products
• represent multiplication using repeated addition and/or arrays (where appropriate)
• solve a short problem and justify their strategy using mathematical words (e.g., “groups of”, “times”, “equal groups”)

Curriculum links

• Number and Algebra: patterns and relationships in multiplication and division
• Number and place value focus area: multiplication facts and fluency in early arithmetic
• Use of efficient strategies for multiplication and division (recall and reasoning)
• Represent and interpret mathematical situations using models such as arrays and number lines

Lesson structure (45 minutes)

1. 0–5 minutes | Retrieval warm-up (spoken facts)

• Teacher leads a quick skip-counting routine: start at 0 or the target number and count by the chosen step (e.g., “Count by 3s… then stop at 18.”).
• Students show answers with fingers or quick hand signals and repeat the corresponding multiplication sentence (for example, “6 groups of 3 is 18.”).

2. 5–10 minutes | Model: from skip counting to facts

• Teacher models: draw a simple number line or bead/ten-frame style groups.
• Demonstrate how repeated skip counting creates the same answer as a multiplication equation, connecting “equal groups” to “times”.

3. 10–18 minutes | Strategy station: tables as a tool

• Students work in pairs at one teacher-prepared station with a partially filled multiplication table (2s, 3s, 4s, or 5s; plus 10s if class is ready).
• Task: find missing products and explain one pattern they notice (e.g., “each row increases by the same amount” or “moving right/left changes by one group”).
• Teacher circulates, prompting: “Which row/column are you using?” “How do you know you’re not missing any groups?”

4. 18–26 minutes | Practice: facts and related facts

• Whole-class instruction then independent work (worksheets or cards).
• Students complete short sets that deliberately connect facts:
• “Finish the related facts” (e.g., if 4×3 is known, then 4×4 is one more group of 4)
• array/skip-count prompts (choose the efficient method: skip count, repeated addition, or table).
• Students record strategies using one sentence: “I used… (skip counting/table/known fact) because…”

5. 26–36 minutes | Word problems: groups in context

• Teacher reads 3–4 short word problems aloud (with visuals when possible). Students choose a method and solve.
• Examples: “There are 5 boxes with 2 crayons each. How many crayons?” or “A student makes 4 bracelets for each friend. How many bracelets for 3 friends?”
• Students write an equation and a brief explanation (e.g., “3 groups of 4”).

6. 36–42 minutes | Quick check: strategy share

• Select 4–6 students to share their most efficient strategy for one problem.
• Teacher highlights common correct strategies: using skip counting for the step, using the table to locate products, and using known facts to find near neighbours.

7. 42–45 minutes | Exit ticket (individual)

• Each student completes one short task:
• option A: “Count by 4s from 2 to 26. What multiplication equation matches?”
• option B: “Use the table to find the missing number: 5×__ = 30” (or class-appropriate range).
• Teacher collects to guide next lesson groupings.

Resources

• Partially filled multiplication tables (2s–5s and 10s as appropriate)
• Number line strips (with clear intervals) and counters/beads
• Array cards or simple grid paper
• Word problem cards with simple diagrams (boxes, groups, arrays)
• Student recording sheets for “strategy used” sentences
• Whiteboard/markers or interactive screen
• Timer for station/pair work
• Exit ticket slips

Assessment

• Teacher observation during station work: whether students choose an efficient strategy (skip counting/table/known facts)
• Check written responses for correct multiplication equations, clear reasoning, and appropriate use of groups
• Review exit tickets to identify who needs extra practice with skip counting, table navigation, or fact recall

Differentiation

• Support:
• Provide a completed multiplication table to reference initially, then gradually remove parts
• Give sentence stems: “I counted in steps of…”, “I know that × = __, so…”
• Use fewer items per task and allow more modelling time for skip counting
• Extension:
• Include related-fact challenges (e.g., “If 3×6 = 18, what is 3×7? Show how you know.”)
• Ask students to find multiple strategies for one equation (skip count and table, or table and array)
• EAL/SEN:
• Use visuals and consistent language for “groups of” and “times”
• Allow oral responses or drawings alongside written work
• Keep instructions short; reread key parts and check understanding before independent tasks