Fluency with basic multiplication facts (0x0 - 9x9) and related division facts is considered foundational for further advancement in mathematics. These facts form the basis for learning multi-digit multiplication and division, area, fractions, percentages, volume, ratios, and decimals. This page provides examples of multiplication centers that can be used to support the development of multiplication fluency. These centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage on the multiplication continuum. For more information on using math fluency centers as an ongoing classroom routine see here. For division centers see here.
Stage 1.0
These students can make equal groups using a count by ones strategy.
Next Steps:
Stage 1.1
These students see a group as one unit. They can use skip counting or repeated addition to find products.
Next Steps:
For more Centers aligned with Stage 1.1 see this document.
Stage 1.2
These students demonstrate fluent use of thinking strategies when multiplying by 5 and 10 (Use Tens). They understand rules for multiplying by 0 and 1.
Next Steps:
For more Centers aligned with Stage 1.2 see this document.
Stage 1.3
These students demonstrate fluent use of thinking strategies when multiplying by 2, 4, and 8 (Use Doubles, Use the Commutative Property)
Next Steps:
For more Centers aligned with Stage 1.3 see this document.
Stage 1.4
These students demonstrate fluent use of thinking strategies when multiplying by a single digit factor (x0 -x9).
Next Steps:
Possible Centers:
4 in a Line on a Multiplication Chart
Multiply by 4 (extended facts)
For more Centers aligned with Stage 1.4 see this document.
Stage 1.5
These students demonstrate fluent use of thinking strategies when solving problems involving extended facts within 100.
Next Steps:
Possible Centers:
Multiply One-Digit Numbers by Multiples of Ten
For more Centers aligned with Stage 1.5 see this document.
Stage 2.1
These students demonstrate fluency with basic multiplication facts and can multiply one-digit numbers by a multiple of 10 (e.g. 6 x 50, 8 x 40).
Next Steps:
For more Centers aligned with Stage 2.1 see this document.
Stage 2.2
These students fluently multiply a 3-digit number by a 1-digit number (with and without regrouping) using strategies based on place value. They illustrate and explain the calculation using equations, rectangular arrays, and/or area models.
Next Steps:
For more Centers aligned with Stage 2.2 see this document.
Stage 2.3
These students fluently multiply a 4-digit number by a 1-digit number (with and without regrouping) using strategies based on place value. They illustrate and explain the calculation using equations, rectangular arrays, and/or area models.
Next Steps:
For more Centers aligned with Stage 2.3 see this document.
Stage 3.1
These students fluently multiply a 2-digit number by a 2-digit number (with and without regrouping) using strategies based on place value. They illustrate and explain the calculation using equations, rectangular arrays, and/or area models.
Next Steps:
For more Centers aligned with Stage 3.1 see this document.
Stage 3.2
These students fluently multiply a 3-digit number by a 2-digit number (with and without regrouping) using a standard algorithm.
Next Steps:
For more Centers aligned with Stage 3.2 see this document.
Stage 3.3
These students fluently multiply a 4-digit number by a 2-digit number (with and without regrouping) using a standard algorithm.
Next Steps:
For more Centers aligned with Stage 3.3 see this document.