Let me tell you about Marcus, a student in my math class last year. When we first hit multi-digit multiplication strategies, his eyes got wide, and he whispered, “Mr. S, this is TOO many numbers!”
Maybe you’ve heard something similar in your classroom. Or perhaps you’re looking at your upcoming unit on larger numbers and thinking, “There has to be a better way to teach this!”
Here’s the thing: teaching multi-digit multiplication doesn’t have to feel overwhelming – for you OR your students. After years of teaching this skill (and yes, some trial and error!), I’ve discovered that the key is offering students different ways to approach these problems.
In this post, I’m breaking down:
- The three most effective strategies for teaching multi-digit multiplication
- How to help visual thinkers understand the process
- Simple anchor chart ideas you can implement tomorrow
- Ways to support students who struggle with basic facts
The best part? These strategies work for students at their own pace, whether they’re still mastering basic multiplication facts or ready for more complex problems.

Table of Contents
Strategy #1: The Area Model Method
Teaching truth: This is my go-to starting point for multi-digit multiplication, especially for visual thinkers!
Remember Marcus? Everything clicked when I introduced the area model. Between you and me, I think it’s because this strategy lets students actually see what’s happening when we multiply larger numbers.
What Makes the Area Model Special?
- It connects to something students already know (finding the area of a rectangle)
- It breaks down complex problems into smaller, manageable parts
- It gives students a concrete method to organize their work
- It naturally reinforces place value concepts

Here’s how I introduce it:
Step 1: Draw It Out: I always start with an anchor chart showing a basic problem, like 24 × 31. (Quick confession: I keep this anchor chart up ALL year. It’s that helpful!)
Quick teacher tip: Download my area model template with built-in steps. I keep a stack of these ready for students who need extra support with organizing their work.
Step 2: Break It Down: We break each number into its place value parts.
- 24 = 20 + 4
- 31 = 30 + 1
This is where I often hear the first “Ohhhh!” from students. They’re starting to see how we can tackle larger numbers by breaking them into smaller multiplication problems they already know how to solve.
Step 3: Create the Areas: Here’s where the magic happens. We create four smaller areas (I like using different colored markers on my anchor chart for this part):
- 20 × 30 = 600
- 20 × 1 = 20
- 4 × 30 = 120
- 4 × 1 = 4
Step 4: Find the Final Answer: Add all the partial products: 600 + 20 + 120 + 4 = 744
Teacher Tip: Watch for common errors like forgetting to add all the partial products or misaligning place values. I keep a small group table ready for students who need extra support with this step.
Strategy #2: The Partial Products Method
Teaching truth: This is the perfect next step after students understand the area model because it uses the same thinking in a more efficient format!
Remember how we broke apart those numbers in the area model? The partial products method uses that same concept, but in a vertical format that many of our students find easier to manage. (Between you and me, this is my favorite strategy for students who say “But Mr. S, I can’t draw straight lines!”)
What Makes Partial Products Work?
- Uses the same place value concepts students learned with area model
- Helps students track their work more efficiently
- Shows clear connections between different strategies
- Perfect for students who prefer organized, linear steps
Teacher Tip: I’ve created a partial products organizer that helps students track their steps. My students keep these in their math folders for reference until they’re confident with the process.

Here’s my approach:
Step 1: Set It Up – We write the problem vertically (just like the standard algorithm), but here’s the game-changer – we leave lots of space for our partial products!
Example: 24 × 31
Step 2: Break It Down by Place Value – Just like in the area model, we multiply each part:
- 30 × 20 = 600
- 30 x 4 = 120
- 1 × 20 = 20
- 1 x 4 = 4
Teacher Tip: I often create an anchor chart showing the area model and partial products side by side. Visual thinkers love seeing how these strategies connect!
Step 3: Add the Four Products of 24 × 31
600 + 120 + 20 + 4 = 744
Common Student Questions:
- “Do I have to break BOTH numbers apart?” (Yes!) FYI – there is a way to break only one number apart, but it’s not called Partial Products.
- “Can I still use my multiplication chart?” (Absolutely! This method actually makes it easier to use facts.)
Strategy #3: The Lattice Method
Teaching truth: This is my “secret weapon” strategy – especially for students who get overwhelmed by keeping track of place values!
You know those students who love patterns and systems? The ones who really need a clear, organized way to solve problems? The lattice method is about to become their new best friend (and yours!).
What Makes the Lattice Method Special?
- Keeps place values perfectly organized
- Gives students a systematic approach
- Minimizes basic fact errors
- Works great for visual thinkers

Here’s how we make it happen:
Step 1: Create the Lattice – I like to start by showing students how to draw their lattice (quick tip: having grid paper ready saves SO much time!).
- Draw a large square
- Create columns for each digit in the first number
- Create rows for each digit in the second number
- Draw diagonal lines through each box
Step 2: Multiply and Place Products – Here’s where students start to see the magic:
- Multiply the digits that meet at each box
- Write the products in the boxes (ones in bottom right, tens in top left)
- If the product is single digit, write 0 in the tens place
Teacher Tip: This is a great time to pull your small group of students who still need support with basic multiplication facts. The organized format helps them focus on one fact at a time.
Step 3: Add Along the Diagonals – Starting from the right:
- Add numbers along each diagonal
- Write the ones digit below/beside
- Carry any tens to the next diagonal
The final answer appears at the bottom/side of the lattice!
Common Questions I Get:
- “What if my lattice gets too big?” (For larger numbers, we might want to try a different strategy)
- “Do I have to draw all those lines perfectly?” (Nope! As long as your boxes are clear enough to read)
- “Can I use this method on a test?” (Absolutely! It’s just another way to find the correct product)
Making It Work in Your Math Class: Putting It All Together
Teaching truth: The key isn’t picking the “best” strategy – it’s helping students find the method that makes sense to them!
Let’s talk about what this actually looks like in your classroom. After years of teaching multi-digit multiplication (and plenty of trial and error!), here’s my tried-and-true learning progression:
Week 1: Building Understanding
- Start with the area model to build place value concepts
- Create anchor charts for each strategy as you introduce it
- Let students explore different ways to solve the same problem
- Focus on understanding rather than speed
Week 2: Practice and Discovery
- Introduce the partial products method as a bridge
- Show the lattice method as another option
- Allow students to choose their preferred strategy
- Work with small groups who need extra support with basic facts
Week 3: Mastery and Differentiation
- Set up a multi-digit multiplication station for extra practice
- Provide opportunities for students to teach each other
- Challenge students to explain why their strategy works
- Support special education students with concrete methods
Teacher Tip: I keep a “Strategy Spotlight” board where students can post their work showing different ways they solved the same problem. It’s amazing to see students’ understanding grow as they explain their thinking!
Assessment and Differentiation: Making It Work for All Students
Teaching truth: The beauty of having multiple strategies is that we can meet every student where they are!
Assessment That Makes Sense – I use a simple system to track students’ understanding:
- First, can they explain their chosen strategy?
- Next, can they get the correct answer consistently?
- Finally, can they check if their answer makes sense?
Here’s what this looks like in practice:
Small Group Organization – I organize my small groups based on specific needs:
- Group 1: Still working on basic multiplication facts
- Group 2: Understanding place value concepts
- Group 3: Ready for more complex problems
- Group 4: Working on selecting efficient strategies
Differentiation Strategies That Actually Work
For Students Still Learning Basic Facts:
- Provide multiplication charts initially
- Focus on one strategy at a time
- Use smaller numbers to build confidence
- Create helper fact cards for reference
For Visual Thinkers:
- Start with the area model
- Keep anchor charts visible
- Use different colors for place values
- Provide grid paper for organizing work
For Students Ready for Challenges:
- Introduce larger numbers
- Try multi-digit multiplication problems with decimals
- Ask them to create their own word problems
- Have them teach strategies to peers
Supporting Special Education Students:
- Break down steps with visual aids
- Use concrete methods first
- Allow extra time for processing
- Create modified recording sheets
Between you and me: Some of my highest-performing students still prefer the area model over the standard algorithm – and that’s perfectly okay!
Now, Let’s Talk About the Standard Algorithm
Between you and me, I used to start with this method. But here’s why I changed my approach…
The standard algorithm is efficient, yes. But teaching it first is like giving students a calculator without explaining how it works. By building understanding with other strategies first:
- Students develop excellent number sense
- They understand place value at a deeper level
- They can check if their answers make sense
- They’re more confident problem-solvers
When to Introduce the Standard Algorithm:
- After students understand place value concepts
- When they can explain why their strategies work
- Once they’re comfortable with basic multiplication facts
- As another tool in their math toolkit – not THE only way
Common Errors and How to Fix Them
Between you and me, these mistakes are actually great teaching opportunities!
Area Model Struggles:
- Error: Forgetting to multiply all parts
- Fix: Create a checklist system
- Prevention: Use different colors for each partial product
Partial Products Problems:
- Error: Place value misalignment
- Fix: Draw vertical lines to separate places
- Prevention: Start with smaller numbers to build confidence
Lattice Method Mishaps:
- Error: Diagonal addition errors
- Fix: Add one diagonal at a time
- Prevention: Use arrows to show addition direction
General Troubleshooting:
- Students rushing through problems
- Mixing up steps between strategies
- Difficulty checking if answers make sense
Solutions That Work:
- Create strategy-specific anchor charts
- Use partner checking for accountability
- Teach estimation for checking reasonableness
- Provide reference sheets for each method
Final Thoughts and Next Steps
Remember Marcus from the beginning of this post? By the end of our multiplication unit, he was confidently teaching the area model to his classmates. The key wasn’t forcing him to use one specific strategy – it was giving him the freedom to find what worked for his learning style.
Your students can have this same success. Here’s how to get started, today:
- Introduce strategies gradually, using our anchor charts and recording sheets
- Allow choice in methods
- Support understanding over speed
- Celebrate different approaches
Ready to Transform Your Multiplication Instruction? Download my free 2-digit by 2-digit multiplication activity! You’ll get:
- Step-by-step strategy breakdowns
- Student reference sheets
- Practice problems with answer keys
Remember, every student can succeed with multi-digit multiplication – sometimes they just need to find their “just right” strategy!