Math // Multiplication & Division

Long multiplication (age 10+)

Fluently multiply multi-digit whole numbers (up to 4 digits by 2 digits) using the formal written method of long multiplication

Ages
10 to 11
Type
Method
Builds on
1 topic
Leads to
6 topics
Standards
2 codes

Quick check

Can the learner use long multiplication to work out something like '2,347 × 24' — setting it out in two rows, one for the units and one for the tens, then adding the results?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Correctly compute 2,463 × 37 using long multiplication
  • Explain each partial product in a long multiplication and why they are added
  • Multiply a four-digit number by a two-digit number without procedural errors

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

1 topic
  • Multiplication & Division // Ages 9 to 10

    Long multiplication 4×2 extends Y5 multiplication up to 4×1 and 2×2

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Long multiplication (age 10+)

Ages 10 to 11 // Method

Leads to

6 topics
  • Multiplication & Division // Ages 10 to 11

    Multiplying decimals by whole numbers builds on whole-number multiplication

  • Algebra // Ages 10 to 11

    Systematic enumeration connects to multiplicative reasoning (product of options)

  • Measurement // Ages 10 to 11

    Computing l×w×h requires multi-digit multiplication

  • Multiplication & Division // Ages 10 to 11

    Checking division with multiplication requires fluent multiplication

  • Multiplication & Division // Ages 10 to 11

    Evaluating expressions requires fluent multiplication

  • Multiplication & Division // Ages 10 to 11

    Mental strategies build on understanding of formal multiplication

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

For 10–11 year-olds: fluently multiply multi-digit whole numbers (up to 4-digit × 2-digit, e.g. 2463×37) using formal long multiplication, explaining each partial product and the placeholder zero. By this stage the area-model scaffold is largely internalised; the aim is accurate, confident execution paired with a retained conceptual check (estimate and area model) so place-value slips are caught. Target the common procedural errors directly — missing placeholder zero, multi-column carry mistakes, misaligned addition, or multiplying by only one digit of the two-digit factor — and require learners to say what each row represents.

Common misconceptions

  • Omitting the placeholder zero on the ×tens partial product.
  • Carry errors accumulating across many columns in large calculations.
  • Misaligning the partial products when adding them.
  • Multiplying by only one digit of the two-digit multiplier.
  • Executing fluently but with no conceptual check, so a wrong-magnitude answer slips through.

Useful representations

  • Compact long-multiplication layout with the placeholder zero
  • Area/grid model (as an internalised check, revisited on error)
  • Estimation (rounding both factors) to bound the product
  • Partial-product annotation (×ones row, ×tens row) for explanation

Teaching practices

  • Prioritise fluent, accurate execution while retaining the area-model rationale for the two rows and the placeholder zero, so errors remain self-diagnosable.
  • Estimate first (round both factors) and check the final answer against it to catch place-value slips.
  • Target the common procedural errors explicitly — missing placeholder zero, multi-column carries, misaligned partial-product addition — through error-spotting practice.
  • Require explanation of each partial product's place value, not just a correct answer, to keep procedure and meaning linked.
  • Check via the inverse or estimation and build accuracy under increasing digit-length.

Activities to try

  1. 1

    Step-by-step long multiplication with an estimate check

    Why it works: Each partial-product row multiplies the whole of 2463 by a part of 37 (by 7 ones, then by 30), and the rows are added to recombine the parts. The placeholder zero is there because the second row is really ×30, not ×3. The estimate bounds the answer's size, so a lost zero shows up as a clearly wrong magnitude. A carry slip usually changes only one or two digits and can still look plausible, so it has to be caught by checking the working itself.

    1. Before calculating, estimate 2463×37 by rounding both factors: 2500×40 = 100000, and write this down as the expected ballpark.
    2. Work 2463×37 by long multiplication, writing the ×ones row (2463×7 = 17241) and the ×tens row underneath.
    3. When starting the ×tens row, write the placeholder zero in the ones column first, then multiply by 3 tens to get 73890.
    4. Add the two rows: 17241 + 73890 = 91131, keeping the columns aligned.
    5. Compare the final answer with your estimate of ~100000 — 91131 is in the right ballpark, so the magnitude is plausible.
  2. 2

    Spot-the-error and fill-the-gap in a worked long multiplication

    Why it works: Being able to diagnose a planted error or complete a missing step shows you understand each step's role — especially why the ×tens row is shifted by a placeholder zero and why rows must be aligned before adding. Estimation is a fast first filter for implausible answers.

    1. Examine worked examples of 4-digit × 2-digit long multiplication that contain a single planted mistake.
    2. Identify the error type: a missing placeholder zero, a misaligned partial-product addition, a dropped or misplaced carry, or multiplying by only one digit.
    3. Complete a fill-in-the-blank worked example where one partial product (or one digit of a partial product) is left empty, computing the missing value and checking it against the rest of the working.
    4. Estimate the correct answer by rounding both factors, and use it to judge whether the worked total is plausible before pinpointing the error.
    5. Rewrite the step correctly and recompute the final total.
  3. 3

    Annotate each partial product with its place value

    Why it works: Each row corresponds to multiplying the whole number by a part of the multiplier; the placeholder zero marks that the second part is tens. Connecting the compact algorithm to the area model keeps the procedure meaningful.

    1. Take a completed long multiplication of 2463×37 and label the first row '×7 (ones)' and the second row '×30 (tens)'.
    2. Explain in writing or aloud why there is a zero at the end of the second row.
    3. Match each partial-product row to the corresponding region of an area/grid model: the rectangle 2463×30 and the rectangle 2463×7.
    4. State why the two rows are added together to get the total.

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Common Core State Standards for Mathematics
5.NBT.5
The national curriculum in England: Key stages 1 and 2 framework document
Ma6/2.2a

Math // Multiplication & Division