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Multiplication facts
Posted by: Kathy #65912

We do Saxon as well and starting with the 7's is a good idea, I think. My whole class (3 and 4) have those completely mastered. The way this series teaches the "sevens" is through days in a week. (How many days in 5 weeks? etc.)

One way my class learned these was by singing the multiples to the tune of "Are You Sleeping?"

It goes like this:
Seven, fourteen,
twenty-one, twenty-eight,
thirty-five, forty-two,
forty-nine and fifty-six
sixty-three and seventy
Counting by sevens,
Counting by sevens!

We sang it a couple times every morning until they learned them and we still sing them from time to time. At first I could hear the kids whisper singing the song every time they were trying to do problems, but eventually they became instant! I also have multipl...
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multiplication blues
Posted by: shannon #40839

Multiplication doesn't need to give the teacher or kids the blues.. I found a few ideas on a website a couple years ago and it was LIBERATING! Wish I could remember the name of the site, but here's the jist of it! The main message was that until memorization occurs, use some simple "tricks" to figure the problems out.. it takes the fear out of learning all those dreaded facts.
My favorite manipulative for teaching the CONCEPT of multiplication/division is the class itself!
Whether we're figuring out how many shoes 6 kids are wearing, or how many groups of 5 we have in our class of 25, this seems to be very effective. On to the facts:

Teach the "easy" tables first.. 0's, 1's, 2's 10's. Stress that each fact has a "twin" 1x9's twin is 9x1. Then when you get to the 9's, t...
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Multiplication songs
Posted by: Elaine #30864

We made up our own songs for skip counting. We found the recorded ones were not just what we were looking for. Kids love making up their own because of the ownership thing, I think they buy into singing (and therefore learning the facts) the songs faster.

0s = You know that song -- Two and two are four. Four and four are eight. Eight and eight are sixteen? Well, I do a silly version of that song for zero. Zero times zero is zero. Zero times one is . . . zero. Zero times two is . . . zero. Zero times three is . . . . zero. Zero times four is zero. (Get it?)

3s = "This Land is Your Land"(I think I got this one out of a multiplication book -- we did not make it up.)

4s = "Old MacDonald Had a Farm" 4, 8, 12, 16, 20, 24; 28, 32, 26, 40, With a four here and four there, he...
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multiplication facts
Posted by: Kim #77071

hi!

I have a schedule of tests for the facts in the order that we teach them (that is, they will not be tested until we have practiced them in class)

Students get the schedule well in advance. The tests are only on Monday Wednesday and Fridays and they get 2 minutes to do the problems. They are not allowed to skip count around, the problems are out of order. If they miss any problems they do not pass that set and must retake it at another time. If they get them all right, then they get to put a sticker on the class chart next to their name and under that set of facts. This way I know who still has to take a test.

The makeups can be done at any time and i always allow them about a week and a half from the last test to make up any other ones they need to.

If they dont pass a test th...
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Multiplication
Posted by: Bob #91961

I find the following to be most useful in multiplication lessons.

Base 10 blocks. Much of my teaching in multiplication and division is referenced to our work in arrays, including lessons in grouping and repeated addition/subtraction. You might want to do a search on ProTeacher for a previous posting I made of ideas that have helped me.

Mnemonics. I started with a book, I think it's Times Tables [or Multiplication] the Fun Way, and took off from there. Example: 7 is the scooter that Nurse 9 rides to rescue a "sick tree" (63).
I rarely find students learn the facts totally from this type of mnemonics, but it does help.

The book Raps & Rhymes in Maths; Baker, Ann and Johnny; Heinemann Educational Books, Inc., Portsmouth, NH; 1991. I especially like the chant, p. 64, "Biscuits...
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multiplication facts
Posted by: Kennedy #88170

My students have avery hard time memorizing multiplication facts, too. I created songs that we sing as we skipcount. They are all sung to familiar melodies, for example, 2s are "Twinkle Twinkle", 3s are "Mary Had A Little Lamb" and 4s are "Jingle Bells". As we sing, we hold up our fingers and often, move around the room. I;ve found that pairing music and movement really does help these fact stick. My students can resing the songs themselves and apply this to their math work. I've found these songs to be MUCH more effective than the multiplication raps available out there, as students seem to pick up on and remember these melodies more easily.
I begin with 2s and work up. They usually know 1s, and 5s, and 10s.
Also, for 9s, I teach some students the "finger trick", which is...
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teaching multiplication
Posted by: Jennifer #54807

We do skip counting every day for a good month before we start our multiplication unit.

We do timed tests every day. Students must complete 30 problems in one min. I modify for sped students. I give one "Free Friday" where students can take as long as they want, but they are only allowed to miss one problem.

I use multiplication sundaes. I know many other teachers are against this due to the obesity problem in our country, but it really works wonders in my third grade room and I am having great success with it.

I have also made several games. I made multiplication checkerboards and other games for students to play at recess time or during what little free time they get.

Students make two sets of flashcards -one to keep in their desk and one set to take home.

I also like to l...
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Multiplication facts...
Posted by: LindaR #169348

I've had a multiplication/division section in my students' HW log since the beginning of the year....and parents were to initial to show that their child practiced certain facts for 10 min.

The kids who were motivated with parent support did it faithfully and the others...well, just like you---almost half my class weren't doing it!

SO, I decided that I really couldn't count on the kids taking care of this seemingly simple little 10 min. practice at home. I began what is called a "Five-Minute Flash." The kids enter the classroom from lunch recess and immediately begin working in pairs with flashcards.

After 5 minutes, I would give a quick drill on one particular fact. The kids used a multiplication grid, and if they didn't pass that particular fact, they had to do it...
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multiplication facts
Posted by: mary #34274

I start with the hardest while motivation is high after I give them a 1's and 0's quiz- which they love as they all know the rules to this one before we even begin to discuss multiplication. The 6's are good becaue they also cover may of the other facts with common multiplws(3's , 12's etc..) and can be presented that way and referred to throughout the unit. Next I do 7's because they are so difficuolt to relate to other multiples- teach "tricks" of course ex; 56 = 7 x 8 (5,6,7,8) for each table. Then I do the 9's -again related to threes but with two "tricks" (finger mehntod and adding up the two numbers in the product = 9 for each fact.These help the children feel in control and when able to do "big" numbers like the 9's they really feel good about their growing abilities! Now, I giv...
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2-digit multiplication
Posted by: Elaine #37369

Barb,
I have a student this year who has lots of problems processing information. He is such a sweet kid and tries his hardest to understand, keep up, and perform. I figured out a way to help him do 2-digit multiplication just a week or so ago. This what we did. We tried using one color for the digit in the ones place of the multiplier and a different color for the digit in the tens place. We tried to use the same colors when we did the actual multiplying but found it was too confusing to keep trying to remember which colored pencil to pick up each time. So, I set up each problem by drawing boxes in 2 different colors for the ones digit and the tens digit of the multiplier, and then also drawing boxes the same colors on the lines where the multiplication was to be done. That way ...
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