{"id":42225,"date":"2018-01-25T12:30:01","date_gmt":"2018-01-25T20:30:01","guid":{"rendered":"http:\/\/world.edu\/?p=42225"},"modified":"2018-01-25T12:33:27","modified_gmt":"2018-01-25T20:33:27","slug":"children-must-learn-times-tables-fun-ways-teach","status":"publish","type":"post","link":"https:\/\/world.edu\/children-must-learn-times-tables-fun-ways-teach\/","title":{"rendered":"Why all children must learn their times tables \u2014 and fun ways to teach them"},"content":{"rendered":"

\"\"
\nRecently, I was asked by a parent how old children should be to learn how to multiply numbers. He was shocked when I said that children in kindergarten may be experts in multiplication.<\/p>\n

It\u2019s not uncommon for young children to recite preliminary \u201ctimes tables\u201d as they \u201cskip count\u201d aloud. \u201cTwo, four, six, eight, 10\u201d and \u201cthree, six, nine, 12\u201d are among the first steps in learning about multiples.<\/p>\n

In fact, adults can support skip counting by using two tools found in every home: A calculator and a clock.<\/p>\n

Your child can \u201cteach\u201d the calculator to skip count by four, for example, simply by entering \u201c4\u201d on the calculator, next pressing \u201c+\u201d and \u201c4\u201d and then pressing the equal sign repeatedly.<\/p>\n

You can follow along as the display changes from four to eight to 12 to 16 to 20, representing the multiples of four in the four times table. To count by six (or any other number), just change the starting number and the first addition number.<\/p>\n

Alternately, you and your child can discover the five times table on the face of an analog clock. It\u2019s easy because the clock has five minute increments and is numbered from one to 12. The number of minutes correspond to the multiplication fact, so, for example,\u00a05 X 5 = 25<\/em>. This also helps children learn to read time.<\/p>\n

Creating muscle memory in the brain<\/strong><\/h4>\n

These \u201ckitchen table\u201d family math activities are examples of strategies that offer repeated practice while making the task of learning the times tables more fun and engaging.<\/p>\n

More importantly, these and other \u201cLet\u2019s Play Math\u201d fact games serve to\u00a0create \u201cmuscle memory\u201d in the brain<\/a>, simultaneously making it possible for students to retain their number facts and laying the groundwork for more complicated computations and applications down the road.<\/p>\n

Familiarity and proficiency with the basic times tables are an essential building block in math.<\/p>\n

It opens the door to multi-digit multiplication and demystifies processes like long division and simplifying fractions. It lays the foundation for algebra.<\/p>\n

\u2018Math makes sense\u2019 approach<\/strong><\/h4>\n

At workshops, I often ask teachers and parents to look at the following examples of student work from\u00a0education scholar Deborah Ball<\/a>. I ask them to identify which of these students would they judge to be using a method that could be used to multiply ANY two numbers and explain why.<\/p>\n

\"\"In the first case,\u00a0Student A<\/em>\u00a0multiplies from the top down, from right to left:<\/p>\n

5 X 25 = 125<\/em>\u00a0and\u00a03(0) X 25 = 75(0)<\/em>.<\/p>\n

Fortunately, the student gets the right answer, largely due in part to the simple multiplications (students relate multiplying\u00a025<\/em>\u00a0to using 25 cent coins) and because she positioned the\u00a075<\/em>\u00a0correctly.<\/p>\n

Student B<\/em>\u00a0multiplies from right to left:<\/p>\n

\"\"5 X 35<\/em>\u00a0(mentally calculating\u00a02 X 35 = 70<\/em>, so\u00a04 X 35 = 140<\/em>, so\u00a05 X 35 = 140 + 35 or 175<\/em>) and\u00a020 X 35 (getting 700)<\/em>\u00a0then adds the partial sums together to get the final product.<\/p>\n

The strategy produces a \u201cright answer\u201d but the student\u2019s \u201cwork\u201d is not transparent.<\/p>\n

Student C<\/em>\u00a0uses a step-by-step place value process that will ALWAYS work:<\/p>\n

\"\"The student multiplies\u00a05 X 5<\/em>, then\u00a05 X 30<\/em>, then\u00a020 X 5<\/em>\u00a0and\u00a020 X 30<\/em>\u00a0to get\u00a025 + 150 + 100 + 600<\/em>\u00a0which sums to\u00a0875<\/em>.<\/p>\n

This \u201cmath makes sense\u201d approach to multi-digit multiplication (also called the \u201cpartial products method\u201d) appeals to students because it values their prior learning by putting their basic number facts to use, logically and efficiently.<\/p>\n

It does not require any unnecessary \u201ccarry the one and move to the left, adding zeroes as place holders\u201d line-by-line rules, and it is universal.<\/p>\n

It works for numbers of any magnitude because of its mathematical simplicity, elegance and, most importantly, generalizability.<\/p>\n

Eyes on the future<\/strong><\/h4>\n

\"\"The mathematicians and education researchers who have helped classroom teachers to implement this straightforward computational procedure are eager to emphasize that their enthusiasm is due, in part, to their \u201ceyes on the future\u201d \u2014 focused on secondary and post-secondary mathematics.<\/p>\n

The \u201cplace value\u201d model for multi-digit multiplication (which works left to right or right to left) can be represented visually using the \u201carea\u201d model of multiplication.<\/p>\n

As students move through the grades, the \u201carea\u201d model of multiplication becomes increasingly important.<\/p>\n

The transition from \u2026<\/p>\n

    \n
  1. Table [(100 + 40 + 3) X (20 + 7)<\/em>] to<\/li>\n
  2. Grid [(40 + 8) X (20 + 6)<\/em>] to<\/li>\n
  3. Algebra [(x + 3) X (x + 2)<\/em>]<\/li>\n<\/ol>\n

    \u2026 follows a natural progression with respect to mathematical sophistication.<\/p>\n

    Breaking the math barrier<\/strong><\/h4>\n

    Recently, we have seen many \u201cpro\u201d mathematics movements across the continent and the globe: For example,\u00a0With Math I Can<\/a>\u00a0and\u00a0The Global Math Project<\/a>.<\/p>\n

    In these, we have seen a renewed emphasis for efforts to support ALL children to be successful mathematics learners, and, by so doing,\u00a0break down the math barrier that has been shown to limit success in school, career and life<\/a>.<\/p>\n

    For that to be possible, all children must learn their times tables.<\/p>\n

    Being able to recall basic facts efficiently is a necessary first step in the development of more advanced skills for computational fluency with larger numbers and algebraic expressions.<\/p>\n

    Diagrams, charts, procedural models and representations using concrete materials like algebra tiles (which are the visual and concrete descriptions of the multiplication of multidigit numbers and algebraic terms) are only possible when place value applications as well as number properties and patterns can be put into operation (figuratively and literally) by students.<\/p>\n

    And that requires students to understand connections by appreciating the meaning, significance and application of even the simplest number fact in computing a correct calculation.<\/p>\n

    And that means that elementary school multiplication is anything but elementary.<\/p>\n

    Author Bio:<\/strong> Lynda Colgan is a Professor of Elementary Mathematics at Queen’s University, Ontario<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    Recently, I was asked by a parent how old children should be to learn how to multiply numbers. He was shocked when I said that children in kindergarten may be experts in multiplication. It\u2019s not uncommon for young children to recite preliminary \u201ctimes tables\u201d as they \u201cskip count\u201d aloud. \u201cTwo, four, six, eight, 10\u201d and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":42226,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[165366],"coauthors":[11733],"class_list":["post-42225","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-times-tables"],"acf":[],"yoast_head":"\nWhy all children must learn their times tables \u2014 and fun ways to teach them - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/children-must-learn-times-tables-fun-ways-teach\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why all children must learn their times tables \u2014 and fun ways to teach them - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Recently, I was asked by a parent how old children should be to learn how to multiply numbers. 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