![]() ![]() ![]() Now you have printed out the times table all that is needed is to find opportune moments for your child to learn them. We then printed out a times tables PDF, cutting out each individual group and then clipping them together with a little bulldog office clip (paper clips tend to slip off). We found the best times during the day was when they were in the car travelling to the grocery store or even to school! The best way to learn the times table quickly is to find times during the day when your child can be doing the work. Children love to play with toys and objects, so be mindful they may just want to play with toys rather than doing the work! Where possible stay with the abstract aspect of the concept, and where needed return to the concrete. Īs your child progress from the first multiplier they should discern they need to add 7 to the previous answer to get the next answer.Ĭontinue down the page with the remaining questions, and have them complete the rest of the times table for that number. If your child stumbles to learn say the 7 times table, write on a sheet of paper the times table questions (leave the answers intentionally blank and don’t write all the questions down, you’re just trying to kick start their memory):ġ \times 7 = &. If through the process the child stumbles on learning a particular times tables there are two approaches you could take to help them learn:Īs we illustrated at the end of the abstract section above, you want your child to be able to see the jumps or steps that are taken with each incremental number. Once a child thinks they have memorised their times tables, it’s good to randomly check for understanding. The best way we have found to teach the times table is to have the child memorise it. Once you’ve established what the multiplication symbol looks like, you can then proceed to the times tables. Your child could give various answers, but they should be around the definition of Write the answers down and as you do so annotate the paper like so:ģ \times 3 = & 9 \newline 4 \times 3 = & 12 \newline 5 \times 3 = & 15 \newline 6 \times 3 = & 18Īsk your child what they think the $\times$ symbol means. How many apples would I have if I have 5 apples in each box, and there are 3 boxes?Ĭontinue increasing one of the numbers, and the child should see they are increasing their answer by a step value, eg. When you feel your child is grasping the concept that you should then ask a question without any props: When making the small incremental change to your problem the child should hopefully discover the same answer when the objects are of the same quantities. Confidence is an important ingredient when learning mathematics and while fireworks may be going off when your child grasps the concept, you still need to be patient. It’s important to make minimal changes when progressing on a concept in mathematics. How many apples do I have if I have 4 apples in each box, and there are 3 boxes? It helps if you can maintain a similar order, or the same objects previously taught to help them see a connection with the concept that is being taught. We broaden their understanding by asking what they think 3 sets of 4 apples. Once a child has understood a basic concept of ![]() It’s when the child understands 3 sets of 3 equals 9 If jumping into the abstract is proving difficult then go back to concrete examples where you are using different objects (coins, stamps, sultanas, etc), but If they don’t, start drawing the bones on a piece of paper and illustrate how to arrive at the answer of 9. If the child has discerned the pattern with our concrete examples then they should guess correctly. The object is, if there are 3 sets of 3 objects they will always total 9.Īfter iterating through a few tangible examples with objects, try to have the child guess what the answer would be if you had 3 bones for each dog and there were 3 dogs in total. Set of numbers is to emphasise that regardless of The purpose of changing the object, but using the Knowing the answer had been achieved previously, a child is likely to resort to the same process, instead of adding 3 sets of 3, they now apply 6 sets of 3:įrom here it’s important to move to a completely different set of objects, but which uses the With our word problem involving apples, what if there were more boxes? Instead of just 3 boxes we had 6 boxes, how many apples in total now? However, math has been designed to shortcut lengthy process. Which is the correct procedure and provides the correct answer.
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