Long multiplication
Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using formal written methods including long multiplication; illustrate with area models
Share and support
Teaching Table
Set out your lesson
Use formal multiplication. Explain carried units and connect a drawn area model to partial-product rows.
Earlier learning
Use the readiness check below. A listed guide does not establish readiness.
R1. Calculate 7 × 6. R2. What value does the digit 4 represent in 40? R3. Calculate 30 × 4. R4. Calculate 347 × 6 with the written method. Show its aligned digits, nonzero carried units, and product.
R1. Response: ____ R2. Response: ____ R3. Response: ____ R4. Aligned written method: ____ R4. Nonzero carried units: ____ R4. Product: ____
Original Gakuva calculation cards and diagrams. Canonical contract: Marble Skill Taxonomy v1, Generative Spark, Inc., commit 96a7933754af672e1bfdbf7ecb05c325860c6e0d. Database: ODbL-1.0. Content: CC-BY-SA-4.0.
Read the active card on screen. Copy its blank rows onto plain paper. Use extra space for any drawing. Record adult reading, hints, and transcription separately.
Use the supplied readiness card before Show. Record the actual responses and help. Pause for prerequisite teaching when needed. Use this check before Show. Record the actual response and any help used.
Use paper and a pencil. Work on one problem at a time. Split the set across sessions if useful. Keep private keys separate.
How this lesson works
An actual four-cell rectangle connects dimensions, cell products, and partial rows. Learners draw their own model on paper.
Record the learner’s actual response and any help used. These activities do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
A correct oral result alone does not establish formal written placement or drawing.
These finite calculations do not establish general fluency or mastery.
Keep carried units and supplied drawing partitions explicit.
Record the learner’s actual response and any help used. These activities do not establish mastery.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Use formal multiplication. Explain carried units and connect a drawn area model to partial-product rows.
Use formal multiplication. Explain carried units and connect a drawn area model to partial-product rows.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
No additional resources are listed for this topic.
The teaching approach appears above.
Check understanding
- Calculate 2,347 × 6 using formal written layout
- Calculate 34 × 27 using long multiplication
- Draw an area model for 45 × 23 and connect to the written method
“Can your child work out something like '2,346 × 7' or '43 × 28' using the formal column method — setting it out carefully and working through all the steps?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Multiplication & Division
- Age range
- Ages 9–10