The research literature provides plenty of examples of epistemological analyses of multiplication and descriptions of the complexity of the conceptual field of multiplication. Nevertheless, multiplication is often introduced as repeated addition, although decades of research have identified this pedagogical choice as leading to persistent problems in students’ conceptualisation of multiplication. In this paper, we describe a teaching design that aims to implement theoretical and empirical research results regarding multiplication in classroom practice. Within our design, models in the form of iconic representations serve as a means for creating patterns that make multiplicative invariants and structures visible. The teaching we have designed is currently tested in a mid-scale randomized controlled trial and in a large-scale professional development project.