Year 4 Multiplication Curriculum printable pdf download

National Curriculum Programme of Study;



recall multiplication and division facts for

multiplication tables up to 12 x 12



multiply two-digit and three-digit numbers by

Multiplication

a one-digit number using the formal written

layout



solve problems involving multiplying and

adding, using the distributive law to multiply

integer

two-digit numbers by one digit,

scaling problems and harder

correspondence problems such as n

objects are connected to m objects



solve problems, including missing

number problems, involving

BY THE END OF YEAR 4…

multiplication and division, including

positive integer scaling problems and

By the end of Year 4, children will be able to show their understanding as;

correspondence problems in which n

objects are connected to m objects

3 4 2



show that multiplication of two numbers can

be done in any order (commutative).



solve problems involving multiplication and

Compact column written

division, using materials, arrays, repeated

2 3 9 4

method for multiplication

addition, mental methods, and multiplication

and division facts, including problems in

contexts.

Following on from Year 3…

Expanded column method for multiplication (TU x U)

3 6

The expanded column method for

multiplication should only be introduced

once children are secure with the grid

method detailed in Year 3. They should

4 2

be able to explain the structure of the grid

and how it helps to find the answer to the

2 1 0

multiplication calculation.

2 5 2

The column notation should be shown alongside the same example represented as a grid (and

even an array), enabling the children to see the similarities. Model the expanded column

method, paying particular attention to the value of the digits involved, and showing where the

same part appears in the grid method.

Compact column method for multiplication (TU x U)

Once confident with the expanded column method for multiplication, and

3 6

showing considerable conceptual understanding, children can progress

towards the compact method.

As at all earlier stages, this should be introduced alongside the previous

2 5 2

expanded method, enabling children to understand the positioning of

numbers, reducing the need to teach a ‘process’.

Year 4 Multiplication Curriculum

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