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Multiplication Strategies: Smart Ways to Multiply

In one line: Multiplication is a fast way to add equal groups, and strategies like arrays, doubling and splitting help you find the answer when you don't know it straight away.

Why it works

Multiplying comes up all the time: working out how many wheels are on 6 cars, how many biscuits are in 4 packets, or how much 3 tickets cost. Knowing a few strategies means a child never gets stuck on a fact they have forgotten. They can build it from facts they already know. These strategies also lay the groundwork for bigger topics later, like long multiplication, division, fractions and area.

Think of it like: Think of an egg carton. A carton has 2 rows of 6 eggs. You could count every egg one by one, but it is quicker to see 2 equal rows of 6 and say 2 × 6 = 12. A neat grid of rows and columns like this is called an array. If you know that one carton holds 12, then two cartons hold double that, 24. That is the doubling strategy in action. (Where this breaks: The egg carton idea works well for whole numbers, but it gets tricky with 0 (zero groups of eggs is hard to picture as a carton) and later with numbers like 2.5 or ½, where you can't have half a row of a carton in the same simple way. For those, children learn other ways of thinking about multiplication.)

Worked example

Work out 6 × 7 without knowing the answer by heart.

  1. Read it as '6 groups of 7'. The numbers being multiplied are called factors; the answer is called the product.
  2. Split the 6 into two easier parts: 5 and 1. So 6 groups of 7 is 5 groups of 7 plus 1 group of 7.
  3. Work out 5 × 7. Count in fives seven times, or use the fact you know: 5 × 7 = 35.
  4. Work out 1 × 7 = 7.
  5. Add the two parts together: 35 + 7 = 42.

Answer: 6 × 7 = 42

Common mistakes

  • Adding the two numbers instead of multiplying (saying 3 × 4 = 7); fix this by reading × as 'groups of' and drawing 3 groups of 4.
  • Splitting one number but forgetting to multiply both parts (saying 6 × 7 = 5 × 7 + 1 = 36); fix this by checking that every part is multiplied by the same 7.
  • Losing track while skip counting, for example counting 7, 14, 21, 28 and stopping too early; fix this by holding up one finger for each jump.
  • Thinking 3 × 8 and 8 × 3 give different answers; fix this by turning an array sideways to show the total stays the same, so you can always pick the easier order.

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Which of these means the same as 4 × 3?

Questions parents ask

What year do kids learn multiplication?

In the UK, children start with the 2, 5 and 10 times tables in Year 2 and aim to know all facts up to 12 × 12 by the end of Year 4. In Australia, multiplication as equal groups and arrays begins around Year 2, with facts up to 10 × 10 recalled by Year 4. In the US, the groundwork comes in Grade 2 and fluency with facts up to 10 × 10 is expected in Grade 3.

How can I help my child with multiplication at home?

Use everyday objects: count socks in pairs, set out snacks in rows, or ask how many legs 3 dogs have. Practise little and often, such as five minutes of skip counting in the car. When your child is stuck, ask 'What fact do you already know that could help?' instead of giving the answer.

Should my child memorise times tables or learn strategies?

Both matter. Strategies like doubling and splitting help children understand why a fact is true and rebuild it if they forget. Over time, regular practice turns those facts into quick recall, which frees up thinking for harder problems.

Is it okay if my child still counts on their fingers to multiply?

Yes, especially in Years 2 and 3 (Grades 1 and 2). Finger counting and skip counting are normal early steps. Gently show them faster strategies, such as using 5 × 7 = 35 to find 6 × 7, so they gradually rely less on counting.