EASY WAYS TO LEARN TIMES TABLES FOR KIDS HOW TO
This is the reason why most students fail to learn how to multiply and even commit mistakes even though they are only dealing with single numbers. Pressuring your child or your student to memorize the multiplication chart in just one sitting is just plain harsh. Familiarize your child with multiplication tables If you struggle to come up with an answer to this problem, I would not suggest relying on a times tables song to help you out.1. Practice with this sort of material can help kids develop a knowledge base that results in reliable retrieval of facts and the sort of flexible application of this knowledge that is required in higher-order problems, such as solving for x in 2x + 3 = 11. To achieve this the child should be provided with activities that require the application of their arithmetic knowledge in a way that can demonstrate and lead the child to uncover these connections. Ultimately they will also need to see how 4 x 8 = ? and 32 ÷ 8 = ? are connected. It is important to see how 4 x 8 and 8 x 4 are connected. A child needs to engage in activities that demonstrate the connections between the multiplication facts in the times tables. It is important, though, that a child’s knowledge of the times tables is not allowed to remain as a list of independent facts. A child must learn to apply the knowledge in a mathematical context. Knowledge of the times tables is not useful by itself. Plenty of commercial apps are available that will mimic this procedure. A similar method can be easily programmed on to a computer or tablet. But they always have the benefit of immediate feedback by turning over the card.Įventually, with enough practice, the constant association of the problem with the correct answer will begin to stick in their memory. Initially the child may have to guess the correct answer, or work it out with their fingers or some other method. Occasionally an adult can ask the child to do this out loud to ensure they are doing the task correctly. With a shuffled deck of cards representing all of the problems in the times tables, a child can practise producing the answer to each problem, and then check their response by turning over the card. Write a problem on one side of a card (4 x 8 = ?), and the answer on the other side. One method for undertaking this type of practice is something like the old flash-card method.
This type of knowledge can be gained only by practice at producing the answer. Knowing the answer to each problem is then independent of knowing the answer to other times table problems. Basically this method can only produce the equivalent of a song lyric where, remembering what “4 8s” are is only possible if you can remember “4 6s are 24” and “4 7s are 28”.Ī better form of knowledge is one where a child knows the answer to each multiplication problem as soon as they see it, much like being able to read a word as soon as you see it. This method is only useful if we want to have a method to fall back upon when all other methods fail. However, if we then try to sing the song by ourselves, without the aid of an accompanying recording, we often find that forgetting one line means subsequent lines also can’t be recalled.Ī similar thing can happen if we engage in rote recitation of the times tables. If we regularly sing along to a favourite song, each line tends to remind us of the next line. Memory can often be a good reflection of what we do. Get to know the sums individually, not as a song lyric
Ultimately, the more practice, the better the knowledge. They also involve many other features designed to maintain the interest of a child, which can help keep them motivated enough to persist with the task. Many computer games and apps (like IXL Maths) possess this feature.
The multiplication facts in the times tables can then be demonstrated as short cuts in the counting process (if you can arrange the elements into four groups of eight, then knowing the answer to “4 x 8 = ?” will result in faster performance than having to rely on counting all of the 32 elements). The task could be timed, such that determining the number of elements quickly will mean something for the ultimate result (for example, beating a time limit results in a positive outcome, failing to beat the limit means the task starts again). One way to demonstrate the usefulness of the times tables is to engage a child in a counting task.
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