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Learning Multiplication Tables
by Gail Englert

A response to the question:

Is there a tried and tested "best" way of learning multiplication?

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I am not a teacher by profession, but having a child in grade four and trying to teach him ways to memorize his multiplication tables is proving difficult. It takes him longer than most of his peers to grasp most mathematical problems and memorizing times tables is very difficult for him.

His teacher has them do timed multiplication graphs but he is just adding, not learning the answers - such as in the row where he has to go from 6 x 1 through to 6 x 12, where he is just adding 6 onto each answer, so when asked what is 6 x 6 for example he wouldn't have a clue.

My question therefore, is: is there a tried and tested "best" way of learning multiplication?



Dear Susan,

I teach 4th graders, and I don't think there is any one "best" way for learning the facts. Instead, I use several approaches, and students pick up and use the ones that work best for them.

We start by figuring out which ones are usually pretty easy for "us" to learn... like the doubles (2 x __ ). 1 x __ and 0 x __ are also fairly easy, and the 5's and 10's, since students have been skip counting with them for a while already.

We do look for patterns in the multiples, and students make discoveries like "every other one is odd/even," or the ones digit is always a zero or a five." We try to figure out why so we can use the notion to predict the outcome for other problems.

Then I use some visual aids to help my students "see" the factors combining into products. We make sets (4 sets of 6, 6 sets of 4) and "discover" that it doesn't matter which order we use. We construct rectangular arrays, and find out that each multiplication problem looks like a rectangle. We predict the shape of the rectangle (tall and skinny, for 6x1, short and fat for 1x6), and look for other ways to make the same product (2x3).

We even make patterns by drawing sets of lines that cross each other: 3x6 is three vertical lines and 6 horizontal lines. Then we count the number of intersections. We note that "special" factors will form squares, like 4x4, and 9x9.

This all takes time. Some students need to have those manipulatives right in their hands, and to draw the sets of dots, or crossing lines, for 6x7. The important thing is to help students gain a sense of the products, so they will see how much more quickly the products grow, compared to the sums. Eventually the "playing" around will pay off.

-Gail, for the T2T service

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