I am beginning to teach multiplication next week to special education middle school students.?

Question

I am a 2nd year teacher and have never really taught math before. Any pointers? Fun ways to teach multiplication? I

Answer 1

These kids have probably been taught multiplication several times and may be very frustrated with it. They may need to learn multiplication tables, and one of the best things you can do for them is to teach them easy ways to figure them out if they can't remember all of them. They will probably respond very well to the many little tricks for figuring out multiplication tables. For example, finger math will give you all the 9 x's tables. (link attached).

Another good strategy would be to show them that it is not as difficult as they may think. Write all the multiplication tables in lists on the chalkboard or whiteboard, from all the 0 x's to all the 9 x's or 12 x's, as appropriate. Then say something like, "Here are all the multiplication tables we have to learn." And there will be lots of loud groans. Then show them that they already know a lot of them. Point out that they already probably know all the 0 x's and 1 x's and 2 x's and 5 x's and 10 x's. If so, erase all of those because they know them. Remember each one occurs in two places on the board (2 x 8 and 8 x 2, for example). Then point out that among all the ones that are left, each one is there twice. Point out that 7 x 6 is the same as 6 x 7, so erase one of each duplicate pair. What is left is what they have to concentrate on learning. Now the task won't seem nearly as intimidating.

Here are some sites with many helpful tips. Best of luck with it.

Answer 2

1

Answer 3

Teaching Beginning Multiplication

Answer 4

in order to study multiplication they should study tables well.
so u first go and check with their knowledge over mathematical multiplicative tables like,
7*1=7
7*2=14
7*3=21
etc.
if they are not confident then go in this way to make the table easy.
1*1
2*2
3*3
4*4
5*5
6*6
7*7
8*8
9*9
then 1*5
2*5
3*5
4*5
5*5
6*5
7*5
8*5
9*5
then go for nine table.
then the students will understand multiplication very easily.

Answer 5

RE: Multiplication as a "shortcut" to adding
The most experienced teacher I know of, who specialized in working individually with kids who were gifted or had learning disabilities or both, would explain to her kids that multiplication was just adding the same number up that many times. So the kids could practice (or check their multiplication) by adding it up themselves, by counting by 5's, or 7's, or 10's. Some of the kids were only comfortable doing multiplication this way, by writing out 9 + 9 + 9 and adding it to get the answer; one girl could only add or multiply by using graph paper and coloring in the right number of squares to count up the answer. She never could read numbers any other way, so she even took all her tests using graph paper, which took longer but she got the right answers!

So 3 x 6 = 6 + 6 + 6
or 7 x 8 = 8 + 8 + 8 + 8 + 8 + 8 + 8
which is the same as 8 x 7 = 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7
Clearly it is easier to start with counting by 5s or 10s, so the kids
get used to the concept. If they forget, they can go back
to counting 5s or 10s and then apply that to other numbers also.

The kids can also count up the 5's or 10's or 12's as a group,
to "prove" that the answer is the same. If they have to count individual marks on the board or on paper (such as | | | | .... ) or objects that is fine, the answer comes out the same.

If you want to demonstrate this using objects, you could stack up egg cartons as 12s. 2 egg cartons would be 12 + 12, and have the kids count up all the "eggs" and confirm that is 24. So 2 x 12 = 24 and 3 x 12 = 12 + 12 + 12 = ??? so 3 x 12 = 36 etc.

When they start to see 9 x as a shortcut for writing out all those numbers 9 times in a row, they will understand why people write 9 x instead because it is shorter, but it means the same thing.

RE: Objects to use
I would teach using blocks or squares. Round objects such as marbles can roll off surfaces. Blocks and squares more clearly form even edges when the rows/columns are even.

Also you can show division at the same time, by dividing a drawn rectangle into even rows and columns. By placing the blocks on dtop of the squares you can show that multiplication is the opposite process. Otherwise some kids are intimidated by division if they can't visualize the connection between the two.

Again, by letting your students practice with squares, you can later give your students graph paper and they can write out problems to check their work by coloring in squares if they like.
If you use round objects, some teachers use a peg board with colored pegs to plug in.

(You can also show division by taking a bag of candy or objects and "dividing" them among the class. This is good for showing "divisibility" -- that if the number is not divisible by the number of students, there will be toys or candy leftover. But if you adjust the total to something that is "divisible" then everyone gets the same amount as someone else! Also, you can show multiplication by working backwards, by counting how many each student has, "multiplying" by the total number of students in the group (or adding the same quantity that many times which is the same thing), and then showing you get the same answer.)

As for memorizing multiplication facts visually or in writing, if you buy the larger calculators at the dollar store, and let the kids practice with that, or use for checking their work, they can punch the numbers in and try to guess before they hit the equal sign. So they can check their facts right away, and practice at their own pace, seeing the right numbers and getting used to that.

Some kids like this better than flash cards, because they can check and correct themselves faster, and get immediate reinforcement of right answers which helps to memorize.

One more note on objects to use: The same way eggs come in "12's" why not ask the class to think of other objects that come in sets of 5 or 7 or 10, which they can use to practice those numbers the same way? Then for each student, pick one object to demonstrate that set of multiplication facts, so the kids will associate that number with adding up those objects.

For 5's and 10 I think you can easily use whole nickels or dimes to stand for 5 and 10 if your kids like counting money and can follow this. For the other numbers, like 12, it may be better if they can count the individual "egg" indentions. For 8, maybe sets of crayons with 8 per box.

Also, for showing printed examples in real life, can you bring a copy of a store receipt showing 3 x 1.00 = 3.00 or a box label that states 18 x 15 x 13 inches or even a pack of paper that is 11 x 17. This would be to show students by learning what this means, they can understand labels at the store or the receipts that print out when they buy something. One of my middle school students did not relate to math problems at all, until I showed him simple examples so he felt more comfortable.

Answer 6

Make it as concrete or visual as possible. If it's their first time doing multiplication, it's vital that it be concrete. They need to see that multiplication is repeated addition.

Ideas will depend on the group--what the kids are like, how many of them you have--,what you specifically need to teach them and what resources you have available. Play money or things like M&M's are always enjoyed. :)

Answer 7

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Answer 8

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Answer 9

i have tried this with my son who is in the 3rd grade and he thought it was fun we used candies, peanuts, and marbles u can use many things to do math we also made a song up about it too

Answer 10

Do multiplication with sweets or chocolates, don't forget to do rewards~