In third grade children learn times tables up to 10 or 12. This is a lifelong learning, so it's very important. How can you make it interesting and easy to remember? It may be needless to tell children that it is a basic skill they will use throughout their lives, while a fun game will certainly stimulate them. If done right, it will amuse them and it will be something they will excel at.
Steps
Part 1 of 3: Make it Fun and Easy
Step 1. Print the multiplication table
It will be easier for children to study on the table. This presents all the information at once. At first, let him do the math with the multiplication table in front of him. They can use rows and columns to find answers. Over time, this will lead them to memorize without having to make an effort to do so.
It is your choice how many factors to present. A table that goes up to 6 may be enough to start. However, if you have a group of very bright children, you can even go up to 12
Step 2. Tell the children that multiplication is exactly the same as a written addition in extended form
Show them that 2 x 3 is exactly equal to 2 + 2 + 2, or 3 groups of 2. This makes it less difficult, because they already know how to add.
- Emphasize that multiplication is a shortcut. For example, write 2 five times and then add up to get 10. Then explain that doing 2 x 5 is like adding 2 five times. Usually, when students learn a shortcut, they use it.
- Let him use the multiplication table in the beginning. Then gradually get them used to doing without it. Students who are more inclined to math will quickly get tired of using it, so give them extra optional questions if needed. Students who don't learn as fast will appreciate the support and the fact that you care enough for them to want to help.
Step 3. Use visual and physical aids
There are some that are widely used. In any case, you can also use small objects, even food.
For example, if there are 3 cups and each cup contains 4 pencils, there are 12 pencils in total. Show the children that the number of pencils in each cup adds up to the total number of cups multiplied by the number of pencils in each. Explain the connection between the calculations they already know and those they need to learn
Part 2 of 3: Teaching the Times Tables
Step 1. Start from 3
You should start with 3 because chances are they have already learned the 1 and 2 times tables. However, if they need some help to see that it's not difficult at all, you can consider starting from these numbers again. That said, there isn't much to do with the 1 times table. Try to understand what the group you work with is like: what are they ready for?
Start with 3 x 2. Put 3 beans in each of your hands. Explain that 3 x 2 is the same as having two groups of 3, which is 3 + 3. How many beans are there? Now, what if one of the children came to you and took 3 more beans in his right hand? How many beans would there be? What would the calculation be?
Step 2. Go to 4, 5, 6, 7 and 8
Once you have learned the basic concept, the method is the same. It is a combination of calculus, addition skills and memory learning. Keep using the beans or whatever else you have chosen to explain the grouping and numbering.
Many teachers use timed tests. You can turn it into a team game, using didactic cards and having the kids run around the board. Make sure you work in both directions - for example 4 x 7 equals 7 x 4
Step 3. Move on to 9 and beyond, teaching tricks to help children remember
There are many tricks for the 9 times table. If they already know the 10 times table they can do this. Here are two ways:
- 10 + 10 is 20, subtract two from twenty and you get 18! Let's try another one: 10 x 4 = 40. Subtract 4 and you get 36 or 9 x 4. 10 x 5 is 50 and if you subtract 5 you get 45 or 9 x 5. Just subtract the multiplied number from the times table of 10 and you get that of 9.
- Teach children a simple hand trick. Put the 10 fingers in front of you. Choose the number to multiply by 9 and count it on your fingers. For example, if you need to calculate 9 x 7, count the fingers from left to right and when you get to the seventh finger, fold it. This way you get the answer! You will have 6 fingers on the left and 3 on the right (the seventh finger, folded, separates the two numbers). So with 6 fingers to the left and 3 to the right, the answer is 63! This trick works with the whole 9 times table (just replace 7 with the number you multiply by 9). It's an easy trick for one of the most complex times tables to memorize.
Step 4. Move on to 11 and 12, leaving out 10
Don't pay too much attention to the 10 times table, because children probably already know it and it's very simple: just add the zero. But when you go to 11, remind them that if 10 x 5 is 50, to get 11 x 5 just add 5 and get 55.
The 12 times table is the last that most teachers tackle in teaching basic multiplications. In any case, if you want and it seems to work, you can continue until 20. It's okay that they slow down as the difficulty increases. But as the difficulty increases, they will stay focused
Part 3 of 3: Helping children with learning difficulties
Step 1. Teach various ways of learning
The standard method of teaching times tables is memorization, in which only some children are good; and, in any case, it is questionable whether it can be classified as learning. Make the process as interactive as possible. Use your fingers and toes, blocks, abacus, whatever you have on hand. Make it fun, not daunting.
Avoid having children recite the times tables in front of the class. This does not improve their memory, it makes them hate math and creates an unpleasant disparity among students
Step 2. For kids who have a hard time learning the times tables, try numbering
With this method, they will learn to number without doing the calculation all the time, which is essentially the same as doing multiplication. For example, numbering for 4 is: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. 3 x 4 = numbering 4 three times: 4, 8, 12.
A more complex example? 6 x 7 = number 7 six times: 7, 14, 21, 28, 35, 42. The answer is 42. The best way to learn numbering is through the use of songs or other mnemonic means. Numbering is also the primary method of multiplying single-digit numbers used by various alternative methods for children with learning disabilities
Step 3. Turn it into a concrete game
Here's an idea: use a beach ball (or two). With a marker, divide the balloon in half horizontally. So you will have 12 sections. With the marker, number the sections randomly from 0 to 11. Here's how to play:
- Write a number from 1 to 10 on the board (preferably the number you are working on in class).
- A child throws the ball to a partner. This must immediately tell the number his right thumb is on.
- Both children compete to be the first to give the answer by multiplying the number on the board by the number said by the child who took the ball.
- The winner continues the game by throwing the ball to another teammate. Have the thrower say the name of who is to receive the ball. This will prevent everyone from trying to jump in and get it.
- Are you in favor of giving some help? Deflate the balloon a little. It will be easier for children to grab it and will not cause problems bouncing around the whole class.
Step 4. Change the way you put the problem into words
Instead of saying "4 X 3 is…?" try saying "4, three times ago …?" Try to explain that the multiplication process consists of taking a number and adding it to itself as many times as required by the factor. You are rephrasing it in a way that is easier for them to understand.
