Multiplication KeyWords: When & How to Teach Them to Students

Understanding multiplication keywords can be a game-changer for students learning to solve word problems. These words act as clues, guiding students to identify when multiplication is the correct operation. However, there is a limitation to teaching students to rely on keywords.  

In this post, we’ll explore multiplication keywords, provide teaching strategies, and offer practical examples to make learning multiplication both fun and effective.

What Are Multiplication Key Words?

Multiplication key words are terms commonly found in word problems that signal the need to multiply. They help students decode word problems and choose the right mathematical operation. 

Recognizing these words strengthens problem-solving skills and builds confidence in tackling complex math challenges for elementary students. 

However, Relying on Keywords Can Inhibit Deeper Learning

Teaching students to look for keywords in word problems without establishing a firm foundation in equal groups, scaling, and arrays or combinations sets them up for failure.  Students need to learn how to read the word problem for its context BEFORE learning to look for math words. 

Students may confuse multiplication keywords with those for other operations, especially addition. For instance, they might see “in all” and think they should add instead of multiply. To address this, teach students to consider the context of the problem and ask:

• Are we combining items (addition) or dealing with equal groups (multiplication)?
• Is there repetition or scaling involved?

Categories of Multiplication Key Words

To make learning easier, multiplication vocabulary words can be grouped into three main categories. Here is a multiplication keywords list:

1. Equal Groups

These words indicate repeated addition or grouping:

• Each
• Per
• Groups of
• Sets of
• In all

2. Scaling

These words imply multiplying to scale a number:

• Times
• Double
• Triple
• Twice as much

3. Arrays and Combinations

These words often appear in problems involving rows, columns, or pairing:

• Rows and columns
• Pairs of
• Matches
• Product of

By categorizing the words, students can better understand their meaning and application.

Examples of Word Problems Using Multiplication KeyWords

Here are a few examples to illustrate how multiplication keywords appear in real problems:

1. Equal Groups:
   “There are 6 baskets with 8 apples in each. How many apples are there in total?”
   • Key Words: “Each” and “in total.”
2. Scaling:
   “A bakery sells 5 cakes a day. How many cakes does it sell in 7 days?”
   • Key Word: “Times.”
3. Arrays:
   “There are 4 rows of chairs with 10 chairs in each row. How many chairs are there?”
   • Key Words: “Rows” and “in each.”

Encourage students to highlight or underline the key words to determine the operation. In fact, I encourage you to use numberless word problems when initially teaching multiplication word problems.  This way, students are encouraged to look at the context of the word problem instead of the numbers.

Strategies for Teaching Multiplication Keywords

If you want students to master multiplication word problems, teach them to consider the context of the problem, not just the keywords. Here’s how you can shift the focus to understanding the story behind the math:

1. Use Numberless Word Problems

Introduce word problems that initially have no numbers. For example:
“A farmer has several baskets of apples. Each basket has the same number of apples. How many apples are there in all?”

Ask students to discuss what operation might be needed based on the scenario. This encourages them to think about relationships between quantities instead of relying solely on keywords.

Another example could be:
“A teacher is organizing chairs for an event. She arranges ____ chairs into ____ rows, with the same number of chairs in each row. How can you figure out how many chairs there are in total?”

This example encourages students to focus on the structure of the problem (equal rows with the same number of chairs) rather than getting caught up in specific numbers. It also opens up opportunities for discussion about multiplication as repeated addition or an array.

2. Focus on Visualizing the Situation

Encourage students to draw pictures or create diagrams to represent the problem. For instance, they could sketch groups of apples to visualize equal groups or draw out rows of chairs. This helps them connect the words to the math concept.

3. Discuss the Purpose of the Problem

Ask guiding questions like:

• Are we combining things into equal groups?
• Is there repetition or scaling happening here?
  This approach shifts the focus from keywords to understanding the math context.

4. Practice Rewriting the Problem

Have students rewrite word problems in their own words to clarify their understanding. For example, they might rephrase:
“A store sells 4 boxes of pencils, each with 10 pencils”
to
“There are 4 groups of pencils, with 10 pencils in each group.”

This practice helps students internalize the meaning behind the problem.

By focusing on the context through activities like numberless word problems and visualization, students develop a deeper understanding of multiplication. This approach reduces reliance on keywords alone and prepares them for more complex math problems.

While specifically teaching multiplication keywords can equip students with some quick tools, students need to learn how to use those tools successfully within the context of deeper problem-solving.