Read on Twitter
1/ "Multiplication tables are only a tool for learning. It is not learning. Exploring the multiplication tables for patterns is learning.", said Sundaram, one of our mentors at @GenWise_ on hearing this news on Ontario's regressive 'back to basics'' move...His recommendations are https://twitter.com/jeffmacarthur/status/1275769363577126912
2/ The purpose of learning math till class 5 is to master the basic skills & develop number sense. From class 6 onwards, students are expected to apply their basic understandings to problem solving and developing logical thinking.
3/ So it is convenient if by class 6, children "know" the tables since they will develop a sense of numbers & felicity with mental operations.
4/ 'Remembering' multiplication tables does not mean that you have to memorize them. Do you ever memorise the telephone numbers of your close friends (of course I am talking of an era before smart phones)? No you remember them by repeatedly using them or by devising mnemonics
5/ Another way to 'remember' multiplication tables
1. Let students understand that multiplication is repeated addition (though it's not). (Gr 3 after they have mastered addition)
2. Let them do a lot of multiplication problems by working with materials arranged in groups. (Gr 3)
1. Let students understand that multiplication is repeated addition (though it's not). (Gr 3 after they have mastered addition)
2. Let them do a lot of multiplication problems by working with materials arranged in groups. (Gr 3)
6/ 3. Then introduce them to a "one page" multiplication table - help them fill up the table by themselves. Then it becomes "their" table! (Gr 4)
4. Then give them a lot of simple problems or mental calculations which they can answer by referring to their table. (Gr 4)
4. Then give them a lot of simple problems or mental calculations which they can answer by referring to their table. (Gr 4)
7/ 5. By now they would automatically remember the table for 1, 2, 4, 5 & 10. (2 is skip counting or doubling) (4 is doubling of doubling) (Gr 4)
6. Introduce them to getting table for 9 on their fingers (Gr 4)
6. Introduce them to getting table for 9 on their fingers (Gr 4)
8/ 7. Introduce them to getting tables for 6, 7, 8 & 9 by using their fingers. https://www.mymathtables.com/tips-and-tricks/hands-finger-multiplication-6-7-8-9-time-tables.html#:~:text=6%20and%207%20Times%20Tables,7%20on%20the%20other%20hand.
8. Using fingers allows them to mentally visualize the problem & the answer. Doing 6 X 7, they can visualise the position of their fingers and arrive at the answer!
8. Using fingers allows them to mentally visualize the problem & the answer. Doing 6 X 7, they can visualise the position of their fingers and arrive at the answer!
9/ 9. Then give them a lot of simple problems or mental calculations which they can answer
10. Until this time, allow students to refer to the multiplication tables they have built themselves, even in tests.
10. Until this time, allow students to refer to the multiplication tables they have built themselves, even in tests.
10/ It is an illogical conclusion that multiplication tables up to 10 consist of 100 distinct math facts- so difficult to remember! aXb being same as bXa, it is only 50 facts. After you remove the easy ones what is left are only the 6 combinations involving 6, 7 & 8!
