A great way of explaining this is by using real objects. ![]() Whenever we multiply a number, the answer gets bigger by whatever the multiplier is. When it comes to the rest of the numbers it's about explaining how multiplication works. Whenever we play hide-and-seek for example, the finder always has to count up in fives to one hundred! Teaching your child to count up in fives can also be part of a game. The easiest way to learn the five times tables is probably parrot-fashion and learning them in a rhythm:įive - ten - fifteen - twenty - twenty-five - thirty - thirty-five - forty - forty-five - fifty etc. The five times tables are pretty straight-forward too and shouldn't take too long to learn. To multiply any number by 10 you simply put a zero on the end of it. The ten times tables are by far the easiest as they require no understanding about how the tables work. The best order for learning the times tables, in my opinion, are as follows: Explaining the drill will ensure your child sees that learning their times tables is not going to be as difficult as they may have heard. So by starting with the 1's you are introducing your child to the times tables in a very easy way. This will not only help build your child's confidence as they are learning but will also make the transition from the lower numbers to the higher numbers far easier. It is much easier and far more constructive to start with the easy numbers first. A common mistake people tend to make is working their way through the numbers in order. It's a matter of going over and over them until your child feels confident that they have learnt them. No-one ever said that learning times tables was easy. We at First Tutors understand the importance of teaching our children the times tables so we've come up with three easy ways we think will aid in getting your child to remember their times tables. And of course times tables are something that will help in all aspects of both school life and adult life. Times tables are so important to a child's learning they will help them conquer Maths much easier if they know their times tables by heart. For some children it is easier than for others but from my experience all children need a helping hand. However it is much easier to transition to the traditional algorithm from this partial products algorithm.There comes a time in every parents life where the inevitable times-tables learning will come up. (imagine multiplying 3.14 x 2.25 - that would be 9 rows of numbers to add up, some to the 4th power of ten). And will cause some tears in middle school when kids have to abandon it. All that being said this method will not work forever. Everything here provides a useful concept for the future. It just doesn't have any number sense behind it. ![]() Yes there is a little extra leg work here but teaching the lattice method requires lots of "draw this, and connect that, and the numbers go diagonal" that is overhead too. ![]() ![]() (20 x 40 = 800) is the same as saying 2x4 is 8 with two powers of ten or two place values or even two zeros but just don't say adding two zeros. *** Third we start to understand multiplying by powers of ten. Not to mention that adding a zero doesn't change the value of anything (additive property of zero) what you mean is that you are adding a place value. Imagine how that screws up kids who are working with decimal places - adding a zero doesn't change the values at all if it is behind the decimal. This means that we add a place value make it one place bigger. 2x2 is the same as 2x20 - just ten times bigger. Everything else is just a repeat by powers of 10. ** Third lets reinforce the idea that the only facts we need to know are the on the times table up to 9x9. * Second kids are reinforcing place value and the idea that multiplying big numbers is not a big deal. FIrst the weirdness of telling kids who just learned that the 4 (of 42) and the 2 (of 29) are in the tens place and called forty and twenty - of now telling them that they are a 4 and 2 and just multiply by four and multiply by two - that is absent from this method. 29 x 42 - 18 (2 x 9 = 18) 40 (2 x 20 = 40) * 360 (40 x 9 = 360) ** + 800 (40 x 20= 800)*** - 1218 With the partial products method the confusion of "carrying" a number to the tens place or hundreds place is eliminated. When I say partial products this is what I mean.
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