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Multiplication is a basic operation that entails increasing a number a certain amount of times. Helping children and even adults who did not learn properly can be done in many ways. All learners have different needs and strengths. Depending on a persons level of understanding, multiplication can be taught by practice and different strategies.
Identifying and learning multiplication combinations not yet fluent with.
Using known multiplication combinations to determine the products of more difficult combinations
(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to:
(A) model factors and products using arrays and area models;
(B) represent multiplication situations in picture, word, and number form;
(C) recall and apply multiplication facts
(D) use multiplication to solve problems (no more than two digits times two digits without technology
- multiplication cards bought or homemade(index cards)
Have already made cards available to the students that go up to 12X12. Have the students cut the cards apart and write the product on the back. Have them create two piles, one for the combinations they know right off and one for the ones that take a while to figure out. They can create a graphic organizer with two columns, "I for the problems they know" and the other for "the problems they need to master". This is an easy way for parents and teachers to guide students in independent practice.
Students can practice with the more difficult problems by using combinations they already know. Ask the class or look around and see which combination everyone is struggling with and together brainstorm ways it could be worked out using smaller combinations that have been mastered.
For example: What is 8X9= ? If your student can skip count by 10s they know that 8 10s equal 80. So they can subtract one 8 and get 72. This will show students that they can use what they know to build new knowledge.
Have students then continue with the difficult combinations by working with a partner. Have them go through the cards at least three times.
Encourage students to continue this practice when they have a few minutes. They also may work on this for homework.
Are most students fluent with combinations to at least 50? Can students relate one multiplication combination to another in order to learn less familiar combinations? Teachers should strive to assess students' mastery of this objective.
Skip Count, Mental Math, the box method, arrays
No matter what level you are own, skill wise, you can learn your multiplication facts. There are several ways to teach them and learn them.
Skip counting is when you count by a number like 3.
ex: 3,6,9,12,15,18 ...
Mental Math is when you use what you know to start with and easilily find your answer.
ex: say you do not know right off what 6x9 is. If you know you 10s , you would know that 6x10 = 60, therefore 60-6=54 which is 6x9.
Box method: is basically separating place values and multiplying one at a time! see the chart below, after multiplying add up all four answers and that will equal the original problems answer.
Sometimes people have problems undersanding the fundalmentals of muliplication,
Arrays can be used to give a visual of what is really being multiplied.
using grid paper, or making square units on basic paper, one can see the factors and the product . See the chart below
The Box Method
An array: 3 columns by 4 rows equal 12
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