Multiplication Strategies
Multiplication is repeated addition — a fast way to add equal groups. In Year 3 (ACARA v9), students learn strategies to multiply, not just memorise: skip counting, using arrays, doubling, and breaking numbers apart. Rather than counting 4 groups of 6 one by one, a strategy like "double 6 to get 12, then double again to get 24" reaches the answer quickly and builds real number sense. Knowing several strategies means a child can always find a way to the answer, even when they haven't memorised a fact yet.
Worked examples
Skip counting.
For 5 × 3, count by fives three times: 5, 10, 15. So 5 × 3 = 15. Skip counting works well for the 2, 5 and 10 times tables.
Answer: 5 × 3 = 15
Arrays.
Draw 4 rows of 6 dots. The total number of dots is 4 × 6 = 24. Arrays show why 4 × 6 is the same as 6 × 4 — just turn the array on its side.
Answer: 4 × 6 = 24
Doubling.
For 4 × 7, double 7 to get 14 (that's 2 × 7), then double 14 to get 28 (that's 4 × 7). Doubling turns hard facts into two easy steps.
Answer: double 14 to get 28 (that's 4 × 7)
Break it apart (distributive strategy).
For 6 × 8, split 8 into 5 + 3. Then 6 × 5 = 30 and 6 × 3 = 18, and 30 + 18 = 48. Breaking a number apart uses easier facts to build a harder one.
Answer: 30 + 18 = 48
Tips
- •Start with the facts they know. The 2s, 5s and 10s come first and unlock everything else — 4s are just double the 2s, 6s build from 5s.
- •Arrays make "why" visible. If a child memorises facts without understanding, they get stuck when they forget one. Arrays show what multiplication is, so they can rebuild any fact.
- •Common mistake to watch for: children often confuse multiplication with addition (writing 4 × 6 = 10). Remind them "times" means groups of — 4 groups of 6, not 4 plus 6.
- •Practise little and often. Five minutes of times-table practice most days beats a long session once a week. Facts stick with repetition, not cramming.