Teaching strategies for the learning experiences and assessment opportunities

The teacher:

verbalises each step while modelling the procedure
has students talk through each step of the procedure during guided practice
initially provides high levels of monitoring and assistance to ensure that students complete the steps of the procedure correctly
provides a permanent model, with the correct setting out, of a completed procedure on a chart or on the whiteboard
scaffolds examples so that students initially work only on problems involving multiplication facts that they can recall fluently. This enables students to focus on the steps of the procedure
could break the procedure into steps, with students practising a particular step until that step has been mastered. The teacher then introduces the next step, requiring students to complete the steps that they have mastered, together with the new step, in the correct sequence
makes multiplication grids available for reference if students are unable to recall a fact quickly
provides students with a variety of different types of multiplication problems, eg one-digit by two-digit, two-digit by two-digit, and two-digit by three-digit, when students can accurately complete the procedure.