Two instructional variables, sequence and mode, were operationally defined; two methods of sequencing, deductive and inductive, were used, and two modes, concrete and pictorial. Experimental lesson sequences for instruction in the rules and concepts of multiplication were developed for each combination of levels of the variables. The lesson sequences were pilot tested and revised as necessary. Forty subjects in grades 1, 2, and 3 were randomly assigned to treatment groups. Subjects were pretested, and then given four lessons on multiplication. Students worked on lessons independently; each lesson required approximately four 50-minute sessions. A posttest and transfer test were administered immediately after treatment; three weeks later a retention test was given. Analysis of variance revealed no differences between treatments. However, an analysis of performance by grade level suggested different patterns of performance. (SD)