Multiplication methods.

[user789653241]

Ds is learning different multiplication methods at school.(YR3)

His fastest is mental calculation(I don't know how he deos it!), but I know we need to show working out.
He is already quite comfortable with column(short?) and lattice methods.

Now school is doing grid(box?) methods and he is kind of struggling with it.

I thought the reason school teaches children multiple methods is, to make sure that each child is comfortable to do some form of written method, finding their own way to answer the question correctly in the end.

I just find it a bit pointless to keep practicing grid method, if the child is already comfortable with column method( since it's a quickest way in terms of written methods in my opinion), but have to do grid method because he isn't good at it, and other children are learning it at the moment.

I try to have a open mind, so can somebody, especially maths teachers,
explain to me the importance of learning and mastering every calculation methods? Or should I speak to teacher about it?

Thank you.

Column multiplication works fine for multiplying by a single digit, but not so well when multiplying by a two digit number or more. To extend it, you need to "put down a zero" for the tens. It becomes a process children learn without any real understanding. As a secondary teacher, children who use the old fashioned column method of long multiplication make most mistakes.
The grid method is good because it explains what is actually going on when you multiply two numbers. It also extends very well into algebra in a few years, when children will perform calculations like (x+4)(x-2) using the same method they would for (20+3)x(30+6).
I rather like lattice multiplication as it leaves very little room for error and makes multiplying decimals easy, but it's the least transparent with regard to what is really happening.

Thank you, Micksy .

I realised the importance of grid method.
My ds is very lazy when comes down to written methods. I didn't want to put him off of it by forcing him to do this even more . And I think he understand the fundamentals of multiplication.

I agree he makes simple mistakes doing column method.

He is already doing multi digit multiplication, and I think doing grid methods slows him down, since you have to write down every thing.

He loves lattice, because it's really simple and easy to see.

When he goes to secondary, and can't do the grid but can do column and lattice, is it going to be a big problem?

Has he been taught the column method by school or is something you've taught at home? We teach the grid method before column as it helps them to understand what/why they're doing rather than following the process.

He learned column method online. He has done grid and lattice method online as well, but he forgot it already. Lattice and column are secure.
School hasn't done anything last year, except for giving him YR4 Maths work book to do on his own, since he was advanced in maths.

His mental calculation is great, but struggles with written methods in general.

The new curriculum sets out examples for formal calculation methods
www.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf page 46

My secondary doesn't really care which method kids use so long as it works. The grid method isn't without its faults either. There are lots of opportunities for missed zeros, transcription errors, or incorrect initial set up. I obviously teach all three but would never think of using anything other than the column method for my own working out.

There was a recent discussion on Twitter where secondary teachers were complaining about grid method.

Thank you for your replies.
Hmm. It seems to be a difficult choice.
I want him to be able to do any methods that school asks him to do, but I have to say I wouldn't want to do grid methods if I was doing it myself.

So is it ok to understand, as long as he become secure using any method to calculate without making silly mistakes, it will be ok in the long run?