First we multiply 2 by 6 which is 12. So we put 2 in the units column and carry the 1:\begin{array}{c} & & {}^1 1 &6 \\ &\times && 2 \\ \hline &&&2 \\ \hline \end{array}
Multiply 2 by 1 and add the carried 1 to get 3. We put this in the tens column:\begin{array}{c} & & {}^1 1 &6 \\ &\times && 2 \\ \hline &&3&2 \\ \hline \end{array}
To multiply 32 by 2 we can use a vertical algorithm and multiply 2 by 2 to get 4 in the units column: \begin{array}{c} & & 3 &2 \\ &\times && 2 \\ \hline &&&4 \\ \hline \end{array}
Multiply 2 by 3 to get 6. We put this in the tens column: \begin{array}{c} & & 3 &2 \\ &\times && 2 \\ \hline &&6&4 \\ \hline \end{array}
The complete pattern is 8,\,16,\,32,\,64.
Idea summary
When we find a pattern with multiplying, we can use that to solve other multiplication problems.
Outcomes
AC9M3N04
multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
AC9M3N06
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
AC9M3A03
recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts