Will filling in a blank 10x10 multiplication table a few times a week teach multiplication?

[Anonymous]

I'm looking at a blank chart where there's 0-10 across the top and left side. Kid knows doubles and 5s, some 3s, and is spotty with all the others.

[Anonymous]

Yes, it's a memorization process. Repetition is really the only way to learn it. Filing our something like that daily under a time limit was how my elementary class did it years ago. I recall a chart on the wall showing how far each student has gotten. You had to do the ones, then the twos, etc up to x12

[Anonymous]

Anonymous wrote:Yes, it's a memorization process. Repetition is really the only way to learn it. Filing our something like that daily under a time limit was how my elementary class did it years ago. I recall a chart on the wall showing how far each student has gotten. You had to do the ones, then the twos, etc up to x12

I think he's filling it in by adding by number. So for 3s he's doing 3 doubled, then adding 3 to get 9, adding 3 to get 12... etc. Does that matter? I thought I heard that's not good because then they end up having to do repeated addition starting from X times 1 to get X times Y.

[Anonymous]

Anonymous wrote:Yes, it's a memorization process. Repetition is really the only way to learn it. Filing our something like that daily under a time limit was how my elementary class did it years ago. I recall a chart on the wall showing how far each student has gotten. You had to do the ones, then the twos, etc up to x12

Does this mean you start with 1s ONLY until they are mastered, and then move to 2s ONLY until they are mastered, and so on?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, it's a memorization process. Repetition is really the only way to learn it. Filing our something like that daily under a time limit was how my elementary class did it years ago. I recall a chart on the wall showing how far each student has gotten. You had to do the ones, then the twos, etc up to x12

Does this mean you start with 1s ONLY until they are mastered, and then move to 2s ONLY until they are mastered, and so on?

No, IME you don't need to do this. You can go in order but it's okay to introduce the next one before they've mastered the last one.

Also, I would not go in order from 1 to 12. I would teach ones (super easy), then twos (introduces concept), then fives (easy pattern, round numbers), then 10s (again super easy, like ones).

Then go back and do the others. All of this should be building off of the foundational practice of skip counting and pattern identification they did in early grades. The hardest tables are generally 6-9 and then 12 and will take the longest to memorize. But for instance learning the 3s tables will help with the 6s and 9s and learning 2s and 4s will help with 8s and 12s. 7s you just have to learn.

[Anonymous]

That’s how I learned it.

[Anonymous]

Can they skip count yet? Start there. 1-15, listen to skip counting songs over and over and over and over and over….

[Anonymous]

Anonymous wrote:Can they skip count yet? Start there. 1-15, listen to skip counting songs over and over and over and over and over….

Can count by 2s,5s and 10s. Is that what you mean?

[Anonymous]

Get Multiplication Facts That Stick by Kate Snow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can they skip count yet? Start there. 1-15, listen to skip counting songs over and over and over and over and over….

Can count by 2s,5s and 10s. Is that what you mean?

That’s a start! Here’s one for 4, this person has others for other numbers. I teach skip counting first, then teach fluency with flash cards, then do computer games for retention of fluency. If they can skip count usually the fluency portion goes much faster. Just do 1 or two different numbers each week and listen to them in the car and during breakfast or whatever. Then I’ll make games with skip counting- put numbers around the room and they have to run to the next number, ordering blocks using skip counting, that kind of thing…

https://m.youtube.com/watch?v=oYUcehPqXeE

[Anonymous]

Anonymous wrote:
I wrote this a while ago so ignore the gender. I'm dyslexic and still struggle with multiplication facts and adding in my head. I have a degree in math and I am a CS engineer.

I would use pennies to teach the visual ...

1st, I don't think you really need to totally memorize multiplication facts but you need to know how to get the answer. Your child can learn, but maybe can't memorize... and recall quickly.

Print the tables.... like this one.... https://www.mathsisfun.co...ables.html

You will see she already know 1, 2, 5, 10... mark them in Green highlighter to show her how much she already knows, columns and rows.

Learn 11, they are easy. 11x4=44

then

Learn 4.... trick, she can count by 2's so touch your wrist, say 2, top of thumb (1st digit), say 4 (4x1=4), skin between thumb and finger, say 6, then top of finger, say 8, (2x4=8), then between fingers, 10, top 12 (3x4 =12), each bottom number you ignore, each top # is 4 times the digit you touched.

then

Tricks for 9

hold your hands out, palms up.

starting from the left, your left thumb should be the 1st digit.

9x4.... count 4 digits (left to right)..... ring finger on left hand, lower that finger to your palm, you have 3 fingers left to the left of the finger and 6 left on the right side of that finger.... answer is 36

9x5... count 5 digits over, pinkie on left hand, lower that finger to your palm, you have 4 to the left, 5 to the right... answer 45


I don't have a trick for 3, 6, 7, 8 but since you know 0, 1, 2, 4, 5, 9, 10 and 11 all you need to memorize is..

3x3
3x6
3x7
3x8
6x6
6x7
6x8
7x7
7x8
8x8

You only have to memorize 10 more.

She should try to memorize the diagonal, knowing squares will help her with algebra, so that only leaves 6 to memorize.

Here is a hint for 8x8=64... i ate (8) and ate (8) and got sick (6) on the floor (4).

Now you only have 5 to memorize.

Signed, Math Geek

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, it's a memorization process. Repetition is really the only way to learn it. Filing our something like that daily under a time limit was how my elementary class did it years ago. I recall a chart on the wall showing how far each student has gotten. You had to do the ones, then the twos, etc up to x12

Does this mean you start with 1s ONLY until they are mastered, and then move to 2s ONLY until they are mastered, and so on?

Yes fool

[Anonymous]

Yes, but make it up to 12.

[Anonymous]

Anonymous wrote:Yes, but make it up to 12.

15 is better!

[Anonymous]

That might eventually work, but it would be highly inefficient. I suggest you do it once, so that you can see the patterns. Doing so lets you realize, that there’s not do much to memorize.

Since AxB=BxA, you can automatically eliminate half the chore.

0s, 1s, 10s, (and 11s) are super easy.
2s, 5s, and 9s are almost as easy.

You end up with relatively few that have to be memorized.

Here are some links that may be helpful:

https://www.mathsisfun.com/multiplication-tips-tricks.html

https://www.mathsisfun.com/tables.html

I STRONGLY encourage you to use screens. Pick an app, online game, etc., that will interest your child. The best way to memorize something is through repetition. Worksheets or flash cards can eventually get the job done, but they’re tedious and your child may be resistant. A game will provide instant feedback and will motivate the child to want to practice more.

Schoolhouse Rock isn’t terribly efficient, but may reinforce the other methods. It’s actually how I memorized my 3s many years ago, because I liked the song so much