Teacher2Teacher |
Q&A #1512 |
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This is not really a "trick". Have you had your student look carefully at the products that occur when you are using the one digit factors (1X1 through 9X9)? There are several patterns to be found, and many relationships between the products themselves. For instance, if she knows the twos, the fours and twice as much. The same with the three and sixes, and the fours and eights. If you have not already done this, make a 10 by 10 grid. Above the grid put the numbers 0 through 9, and do the same down the left side. Your student should find a cell (one "square" in the grid), and then multiple the factor at the end of that row with the one at the top of that column. When the grid is finished, have her look for patterns in the grid. She may want to color all the like products the same color, or she may want to shade all the evens, or all the odds. You might want to "help" her notice what happens to the size of the products as you move around in the grid. Are they larger if you move in a certain direction? Is there any way to predict where the largest products will be found? She will find some surprises, and they will help her understand mulitplication, and remember the products. -Gail, for the Teacher2Teacher service
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