While using a calculator can make a person’s life easier, it is always best to learn how to do things manually. Maths is a tricky subject that stumps many people. In many cases, maths can be simplified by memorising certain outcomes. Learning the outcomes of basic equations makes it easier to figure out the outcomes of bigger questions.
Creating and using a multiplication table will prove to be very helpful for this purpose. More about multiplication tables or times tables and their benefits will be provided below.
What Exactly Are Multiplication Tables?
Multiplication tables are sometimes called times tables. They primarily deal with the multiplication of numbers. The table will display the multiples of a specific number. Initially, it can be difficult for students to gain a basic understanding of multiplication. Using a table is an excellent way to introduce it to them without causing them to become overwhelmed.
In many cases, multiplication is the first time a young student will encounter and handle abstract numbers. By showing them a multiplication table, they’ll be able to see how the formula works so the concept will become easier to understand.
It is also possible to use multiplication tables to memorise the outcomes of the most common multiplications. Anyone can create a multiplication table at home with or without a calculator. Then, it can be used to begin memorising the combinations and outcomes.
Memorising Through Writing
Educators and parents oftentimes overlook the importance of writing in relation to memorisation. While it is important to constantly cover the material repeatedly day in and day out, there is no more effective memory tool than repetitive writing.
It’s as basic as writing out the multiplication every day. Simply having the student sit down and write out 3 x 2 = 6 and 2 x 5 = 10 can work wonders for fast recall capabilities. It can also help to mix things up by providing the student with the product and one of the multipliers as opposed to multipliers.
For instance, make the student write these and similar equations out daily: 4 x _ = 16 or 3 x _ =15. Writing the multiplication constantly will eventually force the student to memorise the outcome.
Identifying Key Patterns
Identifying patterns has proven to be another exceptional memorisation technique. By looking at a multiplication table, one should be able to start recognising patterns immediately. There is no more valid example than the number 5 and its products. 5, 10, 15, 20, 25, 30, 35, 40, 45, and 50. By identifying key patterns, the student will eventually be able to figure out the product without doing the maths manually.
It is easy to figure out what the product would be when a number is multiplied by two. After all, the product is the original number doubled. For the number nine, the answer would be 18. There are other patterns that can be used to memorise multiplications more efficiently.
Reciting The Table
Once the student or parent has helped the student create a multiplication table, they should begin using it to memorise the results. One of the most effective ways to do this is by reciting the table. It can also be mixed up a bit to keep the student on their toes. Students should start with the first multiplication of one times one. Then, they can move downward or to the side.
They can also move backwards. Instead of saying two times five, they can ask “10 equals five times which number”. It is sometimes helpful to have students work in pairs when reciting the multiplication table. One can ask the questions while the other answers them. Then, they can switch to ensure that both students are getting the hang of it.
Try Skip-Counting
Skip-counting is another good way to memorise multiplications. It might be more effective since it doesn’t involve just reciting the numbers. Skip-counting involves starting with a number and adding that number every time. If the student started with the number five, they would say five, ten, fifteen, twenty, and so on.
It is possible to skip-count using any number. Students often learn more using this method because it is engaging and fun.
Set Goals & Earn Rewards
Students should be rewarded when they’ve made progress. However, it is pertinent to be realistic about the goals and the rewards. If the goals are too difficult, it may be impossible for the student to achieve them. Instead, they’ll become disappointed and discouraged. Teachers also need to pick suitable rewards that will make the activities seem worthwhile. The student can be rewarded when they memorise a single row or column on the chart.
Then, they can move to the next row until they’ve memorised the entire chart. Rewards can be given for each row memorised or for every two rows. The goals and rewards should be customised to match the skill level of the student in question.
Keep It Fun
Learning maths can be daunting. There is a good chance that the student is going to get upset and overwhelmed at certain points. It is important to prevent this from happening. Instead, teachers should go above and beyond to keep the activity as fun as possible. Don’t stress it because the student will learn with practice and persistence.
Keep Assignments Simple
Educators oftentimes forget they are teaching multiplication to young minds. Maths, in general, is confusing, especially during the introductory period. The complexity will subside as the student becomes more familiar with the multiplication table.
Students need to know the importance of multiplication tables to encourage them to learn more. One thing is for sure, multiplication is a vital part of mathematics. It is applied to endless situations inside and outside the classroom.
The key to teaching multiplication to second graders is simplicity. Maths teachers generally utilise a script to teach multiplication. Following a script is always a good idea to ensure the best multiplication learning experience for all students.
Basic assignments, homework, and oral lessons will encourage students to learn their multiplication tables. Anything more complex could frighten some students to the point of discouragement.
Author Profile
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My first experience of teaching was in 2016, when I was asked to
deliver a talk to a group of 16-year-olds on what it was like to start
your own business. I immediately knew I wanted to become more
involved in teaching but I didn’t know where to start as I had not
previously considered a career in education. A few weeks later I
agreed to teach a class of Chinese students from the Shanghai
Technical Institute of Electronics and Information, who had travelled
to the UK to learn English and Software Engineering, after that I was
hooked. Within the next few years, I taught hundreds of students of
many different nationalities, aged from 16 to 60, and from
levels 2 to 6. I focused my time teaching with Bath University and
Bath College for several more years until I felt a change was in order.
For the last few years, I have taught remotely with several private
training organisations, provided dedicated one to one coaching
sessions, provided consultancy on teaching and assessment practices
and written about my experiences as a teacher. I plan to continue
with my current activities for the foreseeable future but I’m always
open to new teaching experiences.
