In third grade, children often learn multiplication up to the number 12. This is considered very important to prepare for their future. How to teach it in a fun and meaningful way? Telling students that they will use these basic skills for their future is judged not to be helpful. However, a fun game will make them understand. If done right, this will be something they can understand and enjoy.
Step
Part 1 of 3: Making It Fun and Easy
Step 1. Print the table
Third graders will find it easier to study with tables. This table presents all the information in front of them at one time. At first, let them study this table in front of them. They can scan the columns and rows until they find the answer. Over time, this will make them remember it without even actually trying it.
You can decide how many factors you want to teach them. You can use the multiplication table up to 6 now. However, if you have a smart set of kids, you can use tables up to 12
Step 2. Explain to them that multiplication is the same as extension of addition
Show them that 2x3 is the same as 2+2+2, or 3 groups of numbers 2. This can reduce the feeling of stress because they have understood addition.
- Emphasize that multiplication is a shortcut. For example, write down five 2s and add them together to make 10. Then show them that 2 x 5 is the same as adding two five times. They will usually understand when they learn that there are shortcuts.
- First, let them use the multiplication table. Then separate the students with the tables slowly. Students who are more math savvy will quickly get bored with these tables. Therefore, ask them additional questions if needed. Students who don't understand this quickly will appreciate the help and appreciate that you care enough to help them understand it.
Step 3. Use visual and physical aids
In Great Britain, the Numicon, which displays the numbers from 1 to 10 in a block with a number of holes, and the Cuisenaire block are popular. However, you can also use small objects, you can even use food.
For example, if there are 3 cups and there are 4 pencils in each cup, there are 12 pencils in total. Show students that the total number of pencils in each cup is added up by counting the total number of cups multiplied by the number of pencils in one cup. Describe the relationship between the mathematics they have learned and the material being taught
Part 2 of 3: Teaching Math
Step 1. Start by multiplying the number 3
You should start with multiplication of the number 3 because students have been learning multiplication of numbers 1 and 2 since first grade. However, if they need a picture to illustrate how simple it is, try to go back to the numbers. There is nothing much to discuss again for multiplication of numbers 1. Get to know the group you are teaching. What materials are ready to be given?
Start with 3 x 2. Place 3 chickpeas in each fist. Explain that 3 x 2 equals the sum of two groups of 3, or 3 + 3. How many beans are there? Now, what if a student came forward and held the chickpeas with you in his left or right fist? How many beans are there? How many equations are there?
Step 2. Continue to multiply the numbers 4, 5, 6, 7, and 8
Once they understand the basic concepts, these numbers are basically the same. It is a combination of math and additional skills and memorization abilities. Continue by using blocks, beans, sticks or whatever object is used to illustrate groups and quantities.
Many teachers love test time. You can turn it into a group game by using a reminder card and let them race. Be sure to work both ways, such as 4 x 7 and 7 x 4
Step 3. Move on to multiplication of 9 and above
Give them tricks to make them remember. There are lots of tricks for multiplying nines. Tell them that if they understand ten multiplication, they will understand this multiplication. The following are the two available ideas:
- If 10+10 equals twenty, subtract twenty by two and you get eighteen! Let's try with a higher equation, like 10 x 4 = 40. Subtract one group of numbers 4 and you get 36, or 9 x 4. 10 x 5 equals 50, but subtract one group of fives and you'll get a number 45, or 9 x 5. Subtract one group of numbers that are not ten and that's the answer to multiplying by nine.
- Teach them simple hand tricks. First, open all ten fingers in front of you. Then, decide on any number you want to multiply by nine and count it on your fingers. Thus, if you want to multiply 9 x 7, you only need to count your ten fingers from left to right. When you touch from the seventh, fold it. You've got the answer! You will have 6 fingers on the left and 3 fingers on the right (the folded seventh finger separates the two different numbers). With 6 fingers on the left and 3 fingers on the right, the answer is 63! This method can be used for any number that is divided by 9 (replace 7 with whatever number you want to multiply by 9). This method is considered easy to understand, one of the most difficult single numbers to memorize.
Step 4. Go to 11 and 12, skip 10
Don't pay too much attention to the multiplication of the number 10, because the students have already learned it or can understand how simple it is, because all you have to do is add the zeros behind it. However, when you start teaching 11 multiplication, remind them that if 10 x 5 equals 50, then 11 times five equals 55.
The number 12 is the last number that many teachers teach for basic multiplication lessons. However, if you want to give them a challenge, continue to multiply by 20. It's okay if their progress slows down a bit as the problems they need to solve are getting harder and harder. When the questions get more difficult, make sure to keep it fun
Part 3 of 3: Helping Children with Learning Difficulties
Step 1. Teach them more than one way to learn
The basic way to teach multiplication is to memorize it. Some children are considered to have good abilities in this regard. However, it is still a debate whether this method includes learning or not. Make sure this is done as interactively as possible. Use your fingers and toes, blocks, swipes and whatever else you have on hand. Make it a fun thing, not a scary thing.
Don't embarrass the kids by telling them to memorize in front of the class. This will never improve their memory, but will actually make them dislike math and will create an unpleasant disparity among students
Step 2. Try to do a count-and-jump for children who have difficulty with multiplication
In this way, students need to know how to count-jump which is basically the same as multiplication. For example, the jump-count for multiplying 4 is as follows: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. 3 x 4 = skip count 4 three times: 4, 8, 12.
A more difficult example? 6 x 7 = skip count 7 six times: 7, 14, 21, 28, 35, 42. The answer is 42. The best way to learn skip counting is to use a song or memory aid. Counting jumps with multiplication is also a basic method for multiplying single numbers with remedial math systems, such as “Simple Math” and “Touch Math.”
Step 3. Turn it into a practice game
Here's one idea: use one (or two) beach balls. Use a permanent black marker and divide the ball in half horizontally. You will have 12 sections. Number the parts from 0 to 10 at random using the same marker. Here's how to play the game:
- Write the numbers 1 through 10 on the board (especially the numbers you are teaching in class)
- Each child in the class throws a ball to another child. This child immediately mentioned the number in his hand.
- The two children compete to try to be the first to say the answer which is obtained by multiplying the number on the board and the number named by the child who caught the ball.
- The winner continues the game by throwing the ball to another child. Ask the child who threw the ball to say the name of the child they are aiming for. This can reduce the children's fight to be the fastest in catching the ball.
- Do you need professional tips? Throw the ball in the air. Third graders are considered easier to catch the ball. Throwing the ball into the room won't cause any chaos.
Step 4. Change the way you give questions
Instead of saying "four times three equals…?" try saying, "four, three times equals…?" Try to emphasize that the multiplication process is to say a number and add that number to the number of multiplications. Say it in a way that is easier for children to understand.
