Teaching multiplication facts

Discussion in 'Elementary Education Archives' started by MissaG, Jun 26, 2007.

1. MissaGCompanion

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Jun 26, 2007

I am moving to third grade next year. Through my work with the current 3rd graders in summer school, I am scared to death of teaching the multiplication facts to my new class. Granted, the kids I am working with are there for remediation, I just want to make sure I do everything right to ensure that the class understands the concept and gets the facts.

What are some strategies that are tried and true for teaching the facts? Should I focus on the easy ones first (2s, 5s, 10s) or go in sequential order? How long should I spend on each set? Any other pointers?

3. Caesar753Multitudinous

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Jun 26, 2007

I'm not sure about teaching multiplication facts initially, but I remember playing Around the World for review. This was my absolute favorite thing about math when I was in elementary school.

4. sayuriRookie

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Jun 26, 2007

i go out of order. 1, 2, 0, 5, 10, 9, 3, 4, 6, 7, 8

(oh my gosh! i will write again later. i just finished writing out my whole life story *j/k* and then my 2 yr old came up and hit the key board *poof* it's all gone.)

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Jun 27, 2007

Did you know that there are only 36 times tables to learn?

2x2=4
3x2=6 3x3=9
4x2=8 4x3=12 4x4=16
5x2=10 5x3=15 5x4=20 5x5=25
6x2=12 6x3=18 6x4=24 6x5=30 6x6=36
7x2=14 7x3=21 7x4=28 7x5=35 7x6=42 7x7=49
8x2=16 8x3=24 8x4=32 8x5=40 8x6=48 8x7=56 8x8=56
9x2=18 9x3=27 9x4=36 9x5=45 9x6=54 9x7=63 9x8=72 9x9=81

8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 36

I give out this sheet, with a japanese method of remembering them.
message me and I'll email it out.

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Jun 27, 2007

Also

the fist number is "sets" the x is "of" and the last number is "how many in each set"

3 x 2 = ?

3 x 2 = 6

7. anniefanRookie

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Jun 27, 2007

I use a musical cd of the facts. We use beans to show arrays. We play lots of flashcard games and quizmo. I challenge ny students to learn all the families, 0-12, in one minute. When they pass, they put a sticker on a chart. When we all reach our goal, we have an ice cream party. I also found a really cute book about a 3rd grader learning his facts. It's called 7 x 9=Trouble, by Claudia Mills.

I hope this helps. I love teaching multiplication!

8. Ms. JaneCompanion

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Jun 27, 2007

I teach the multiplication facts in this order: 1, 2, 5, 4, 3, 6, 7, 8, 9,
10. I always start by teaching skip counting. Actually, skip counting is something that I start early in the school year, and then we just keep reviewing it. By the time I introduce multiplication, most of the students can skip count fairly well. I also teach arrays. We make arrays with manipulatives, but we also look for arrays in our room. I usually spend 2 or 3 days on each set, but it also depends on if the students understand it.

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Jun 27, 2007

I use what everyone has already said. I also use a book that attaches stories to the facts to help the students remember their facts.The book is Memorize in Minutes : The Times Tables. The concept of multiplication is pretty easy. We work alot with grouping and repeated addition. Then we move to the facts. I use a rap CD and play it each morning while they are unpacking and getting ready for the day. Then we go over the facts. I made math minute books by coping pages from a math facts book. Each page has a new math fact. We start with 0's and work our way up to 12's. Each day before math I give them five minutes to attempt a page. Then if they pass they get a check mark and try to make it all the way to 12. There is a pizza party waiting for the students who make it all the way to the end. I give them till the end of the year to complete them. We start teaching the facts around Christmas. The students love their math minute time and beg for it each day. They love to complete a page and move on. They study at home so they can pass. I don't announce it to the whole class so no one feels bad, but if they do make it to 12 I do announce it.

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Jun 27, 2007

Also teach fact families and use of a math rap or jingle.

all ideas work well, it depends on the students, and if they work for each type of learner.

good luck

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