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How to teach multiplication?
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I am not using a formal math curriculum with my dc. We have started and stopped multiplication twice already with ds8 (3rd grade). Now we’ve done all we can with adding and subtracting at this level, so after the new year I figure we’ll tackle it again.
Here are the ways I’ve tried so far:
Explaining/trying to show that it is fast addition of equal groups;
That if you can count by 2s, 5s, and 10s you know those (and I think he does know his 10s);
That double adding is the same as the 2s;
Using arrays;
Making a multiplication book and letting him refer to it if he didn’t know one;
Having him fill out the tables we are working on. We only did them individually and not as part of a grid.
Watching Schoolhouse Rock videos.
Any other ideas, or use these again?
TIA,
Karen
I also found this online:
http://www.instructables.com/id/Tables-of-6-7-8-and-9-in-your-hands/?ALLSTEPS
but it will be awhile before we can use it.
We used to participate in Classical Conversations. Althought our style of homeschooling has changed considerably since then, we still use their skip-counting songs. They were a HUGE help for my children when it came time to learn multiplication. I still hear my dd(10) signing them sometimes when struggling with her x 9’s!
I find Maria Miller’s (creator of Math Mammoth curriculum) math videos to be very helpful for me as I learn how to teach math. I taught my girls their multiplication tables using her method of drills. She explains it in this video:
http://www.youtube.com/watch?v=4bpq3Mqbwv0
Hope this helps!
~Anna
Rightstart has a sale on their math games right now. We are just starting multiplication, but have loved the ones for addition so far. They learn their math facts through playing the games. Love go to the dump, similar to go fish but your matches = sum of 10, or sum of 11 (variation). They have a kit for multiplication, or you can get the whole kit which would also include fractions, etc. and a standard AL abacus for $44.
Just wanted to mention that Math-U-See also sells a song CD for skip counting.
Today we started Calculadders with our 9 year old, who’s also learning to multiply. She LOVED the idea of a timed test and thought it was fun. Granted, we started at a lower level to build confidence and will work up from there. Time will tell…..
We’ve also dabbled with RightStart games with our dyslexic son and he enjoyed them.
Blessings in your quest,
Melissa
I should have mentioned that I don’t want to buy anything, other than maybe Richelle’s book, that is.
Hi Karen,
The handbook goes through CM’s deliberate and measured method of teaching multiplication from the introduction of multiplication, the use of manipulatives and mental work, how to use money problems before moving onto abstract numbers, the written multiplication table and its memorization. I think the handbook would give you all you need and you could stay textbook free. A large part of CM’s methods in this area is that the child will get ideas and then you will be able to obtain from him or her how the problems are worked rather than you doing all the explaining. Here are some tidbits:
Irene Stephens, who was the lecturer in mathematics at Ambleside and wrote the handbook on teaching arithmetic to children used by the PNUS showed how to present multiplication as repeated addition:
“Multiplication is at first presented as an extension of addition. e.g., ‘If 4 children had 6d. each, how much had they altogether?’ would be worked
6d. + 6d. + 6d. + 6d. = 24d. = 2s. Several examples like this are given before we suggest that it may be written down more shortly, thus 6d. × 4, where ‘ × 4 ‘ means multiplied by 4, i.e., each of the quantities mentioned is to be taken 4 times, so that 6d. × 4 means 4 sixpences, 2s. × 10 would mean 10 2s. pieces, and so on.
We work a few simple questions, getting the children to write them on their blackboards with the multiplication sign and using easy numbers for which a knowledge of the multiplication table is not necessary. These elementary examples give to the children an idea of what “times” indicates and we can then begin Tables” (Stephens, 1911, pp. 9-10).
Here’s a taster regarding the multiplication table:
“There is no royal road to the multiplication table; it must be learnt by heart. This is a fact which faces every teacher of elementary arithmetic, and which each must prepare for in the best way possible. They must be learnt by each child individually and not in a chorus. The tables are learnt both forwards and backwards as it were, i.e.:—
6 times 1 = 6.
6 times 2 = 12, &c., and also
One 6 is 6.
Two 6’s are 12.
Three 6’s are 18 &c., &c., and are said not in consecutive order,
but in a variety of ways, e.g.—
Four 6’s are 24.
Three 6’s are 18.
Six 6’s are 36.
Seven 6’s are 42.
Ten 6’s are 60, &c.,
and then again in another order” (Stephens, 1911, p. 10).
Warmly,
Richele
Karen,
Here is some more info regarding multiplication tables that I posted in response to a question a few weeks ago in case you didn’t see it:
Construction of tables:
First the child is introduced to the idea of times or multiplication as an extension of addition through the concrete (ie three rows of four beans, five rows of two beans, etc) then the symbol “x” is introduced. After this they work some simple problems to reinforce this idea and then write them down using the symbol “x.” Tables are then introduced.
Charlotte’s students constructed their tables up to 12 due to the pre-decimalized currency system. Today our children construct up to 10.
Working with one number at a time (in order), the child constructs a table of ten “rows” of the number being worked using beans, beads or pennies and exercised upon in order. You can use money problems as well as pure number. The child will prove the facts using concrete objects. Now comes the time to write out a multiplication table and then commit it to memory, using the steps outlined on pp. 34-36. A multiplication table would be pointless unless repeated groups of objects added together so reliably and consistently. Using CM’s methods, the child sees the rationale of the table, that we have a reliable God-given tool that will save us time and the properties of multiplication will point to that beauty and truth found in mathematics, that there are fixed laws and properties designed and upheld by God that “exist without our concurrence.”
In reply to the second part of this question, each table is the three lines as shown on p. 35. In our home, I have my child construct a written table in his squared multiplication notebook so we can date its construction and subsequent memorization for our records. I don’t see evidence for or against filling out an entire multiplication table in Charlotte’s writings. As my son masters each table, he adds to large one as well.
Richele, I’m very intrigued by your math book. Does it give practical step by step instruction on how to teach various math topics or is it mostly quotes that I need to wade through? My time is not what it used to be and it seems lately I need things spelled out for me 😉
Also, your post invoked a memory of my childhood experience learning multiplication at a parochial school in the 1980’s. It was much like you described. Do you have any idea why modern math teaches the table only to 10 vs. 12? Is there some benefit to this?
Thanks so much for all you have done.
Blessings,
MelissaMellisa, the book is not really laid out in a step by step manner, although the quotes used are arranged in a sequential manner on how to teach. But yes, I am having a hard time gleaning from the quotes since it takes my mind longer to make sence of what it is all saying. I plan on keeping at it though since I really do like this way of teaching math.
Ola- the book is in the book store. http://simplycharlottemason.com/store/mathematics-an-instrument-for-living-teaching/
We always tried the flash card game. All you have to do is hold up the flash card. If he gets it right you let him have it. If he doesn’t then you put it in the back of your pile and ask him at the end. Eventually he will remember the ones at the end of the pile that you asked him at the beginning. Then you just move up to the higher ones gradually. You just start out with 1’s and 2’s and when he gets most of those move to 3’s and so forth. Hopefully he will get them all once or twice before you go to the 4’s ect… 🙂 Hope this helps you. 🙂
When he gets really good up to 6’s you can play with dice. 🙂 Have a blessed day!
Thank you very much Ruth…it sounds like we may be in the same boat 😉
Blessings,
Melissa
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