Multiplication tables video

This video is about using a structured drill to learn multiplication tables. I consider "structured" drill far superior to starting kids with random drill. This kind of drill uses the structure of the table itself to help the children at first.

Once they master this, it's time to use random drills (flashcards).


Comments

Anonymous said…
Hello, I enjoyed the video! I really like the direct relation of the multiplication facts to the skip-counting pattern. This should help ingrain the structure of multiplication in the student's mind.

I wonder how much the student's might try to rely on short-term memory to answer some of the facts, but this is also mitigated by reviewing the facts again 4-6 hours later.

The drill is nice and straightforward, and shouldn't take much time, I look forward to seeing more!
9:00 PM, February 03, 2009
Anonymous said…
Maria,
Your first ever YouTube video was GREAT! Understandably, you were a bit nervous but this will pass as you do more and more. Your presentation was wonderful, clear, and effective.

As always, I poured over you recent newsletter far longer than any others I get. You are my math guru!

Hank
2:41 PM, February 04, 2009
Anonymous said…
Thank you so much for this video. I'm excited about trying it with 2 of my children. I especially appreciate the various ways you drill(skip counting, backwards, finding the missing number, etc)

You're my math guru too!

pat(homeschooling mom)
9:20 AM, February 09, 2009
Anonymous said…
Hello, I made program of 'drill of multiplication table' by Java Applet.
Please visit my site and try it.
12:56 AM, February 21, 2009
Amber Avello said…
I watched another one of your videos on YouTube, about how to drill the multiplication facts using 3 steps (number line, structured practice, and backwards practice). I like the techniques you showed and I am interested in using them with my students that need remediation in multiplication.

I have a couple of questions for you, which occurred to me as I was watching the video:

1) Do you this kind of structured practice could also help with students who need help with addition facts? Believe it or not, I have students who cannot add small, simple numbers without the aid of their fingers.

2) You mentioned research in the video that states that it is important to review material the same day in order to aid with learning and memory. Do you happen to know a link that could point me to such research? I tried doing a search on Google, and of course the field is flooded with articles on memory and learning. I was hoping there was a particular article that you could point me to, as I would be extremely interested in reading it.

Best regards,

Amber Avello
Math Teacher
New York City
3:29 PM, May 03, 2009
Maria Miller said…
Hello Amber,

1) Yes, definitely so. See for example

Number Rainbows to learn subtraction facts and How NOT to drill addition facts.

My books Math Mammoth Add & Subtract 2-A and Math Mammoth Subtraction 1 employ these principles.


2) I did happen to stumble upon the thing I originally read it in:

Learning Strategies at Smart-Kit. ...though when I first read it, it was in an e-book format. Now they've made it into a website instead.

If you search in Google for "forgetting curve" you'll find more instances of this principle mentioned, for example:

The Forgetting Curve (a doc file).

Hope this helps.
3:31 PM, May 03, 2009
Post a Comment

Popular posts from this blog

Conversion chart for measuring units

Image
I was just sent a link to this site; all it is, is a handy one-page printable conversion chart for various US measures, metric measures, and US vs. metric measures. Includes even a comparative Fahrenheit vs. Celsius thermometer. http://metricconversioncharts.org/
Read more

Meaning of factors in multiplication: four groups of 2, or 4 taken two times?

Someone asked me about the interpretation or meaning of the two numbers in multiplication, such as 4 × 2. Do you view it as four groups of 2 , or as four, taken two times ? Here's their question: "...I noticed that your explanation about how to interpret a math phrase, such as 4 × 2, is different from how I have understood it and taught it to my older daughter who was using RightStart Math at this level. Let me explain:  I see that you are using the first factor to denote number of groups and the second factor tells how many are in each group (4 × 2 would be interpreted 4 groups of 2).  On the other hand, I have taught and thought of it reversed, with the first factor telling how many are in each group and the second factor telling you how many groups (4 × 2 would be 4 taken 2 times).  I know that the difference in explanations does not ultimately change the product, but I am wondering what you thoughts are.  When I conceptually picture what I'm doing I see i...
Read more

Geometric art project: seven-circle flower design

Image
I got inspired by the blogpost Art School | Geometric Design with Islamic Art where Deborah shows how to make a neat flower design with seven circles , using a compass, and then coloring it using 2, 3, or 4 colors (or however many of your own). I think it ties in neatly with mathematics, and lets students practice drawing circles with a compass.  My girls loved the art/math project. Here are pictures they made: Here are step-by-step instructions for the flower design: 1.  Draw a line and a circle so that the circle's center point is on the line. Then mark the points where this circle intersects the line. 2. Use those points as center points, and draw two more circles. The radius is the same all the time, so make sure you don't change it on your compass!We used 5 cm as the radius, and that made the whole design fit neatly on a regular letter size paper. 3. Now note the two points marked in the picture. They will be used as center points in the next...
Read more