Multiplication Can Be Fun--Part 3

I will be sharing occasionally some of the things that I adapt to solve a need of some of my students.  I have always taught where money was an issue for the school and for me, so adaptation had to be a part of my classroom.  Here is an example of one way:

I went to a Teacher Store in my area looking for something to help one of my students who as a sixth-grader still did not know her basic facts.  I mean addition and subtraction.  I found a game called Snakes.  The game consisted of stick like shapes that had snake heads on them.  I immediately thought of Pick'em Sticks.  Snakes was over ten dollars.  I left and went to Cargo Largo and bought Pick'em Sticks for fifty cents a set.  I bought 10 sets.

Since I did after school tutoring three days a week that year, I brought in Pick'em Up Sticks to use with her and my after school bunch.  Actually, I brought in all 10 sets because I had about 15-20 kids stay regularly.

When my students saw them on my desk, they immediately wanted to know what they were and what you did with them.  Pick'em Up Sticks on that day entered all three sections of my Math classes.

I was amazed that none of them knew what they were or how to play with them.   So, I played a game against one of them and away we went.

Day 1-- Everyone played one game, the winner was the one with the most sticks.

Day 2-- Everyone played one game, but the rules changed.  I gave each person a list with the number of points for each colored stick they got. Different colors different amounts. They had to find the sum.  The winner was the person who had the highest score. 

Day 3--Everyone played one game, but the rules changed again.  This time everyone started with 100 points and had to subtract the value of their sticks.  The first person to zero or the lowest score won the game.

Day 4 or 5--Everyone played one game, but the rules changed once again.  If you only picked up one stick, you added that point value.  If you picked up two sticks, you multiplied the numbers and added that to your score.  Then you kept going until your turn was up.  They were still using the values for each color.

They loved playing Pick'em sticks.  They organized their own tournaments and would come to my room with their lunch so they could play against students in my other sections of Math.  They stayed after school to play Pick'em Sticks.  They bought their own sticks and played at home with their families.

Of a morning, when released from breakfast, they would come to my room before going to their lockers to try to get their names on the list in the hall for lunch in my room.  It did mean however, I didn't have a duty-free lunch, but I can't even imagine how much basic math has been done with sets of Pick'em sticks.

At one point they drew a tournament bracket and a group of them worked through the bracket to determine a "true" winner.  To determine who moved on, you had to win two games against your opponent.

They decided each day based upon who the player were how they would play.  If people struggled, with addition or subtraction that is how they played.  If someone said I need to work on multiplication, they multiplied. 

Just a little note, every person had to keep the score for the table just to make sure they worked the Math correctly.  The students who struggled with basic facts were just as involved as those who could do the math easily.  My rules were everyone had to write down the numbers and there could be no arguing or you were put out.  If you disagreed on the scores, check the Math.  If you still disagree after reworking the math, then they could get a calculator from me and find the mistake.

There are many commercial products available that can be very powerful learning tools if they are adapted just a little bit.

Until next time...........

Tamera at TBA just posted a wonderful video about using commerical games.  Be sure to watch it!

 

Multiplication--Part 2 Factors Over Five

Let, me start by saying that I believe that everyone should know their multiplication facts by heart.

In this post, I am going to share a method to help students who do not know their facts to gain confidence.   I am a firm believer, that with continued practice, students will eventually memorize their facts.

For this to work, BOTH numbers need to be larger than 5.  (I do not recommend using 6 x 7 as it is harder to mentally think through when first learning.)

The problem I am using for example is 7 x 8. 
Have students put hands in the air with palms facing them.  Show them the problem written down on a piece of paper.

The conversation should go something like this:

1.  Are both numbers larger than 5?  yes 

2.  This will only work if both numbers are over 5!
3.  Look at the first number which is the 7.  How much over 5 is seven?  2    Bend down 2 fingers on your left hand.

4.  Look at the second factor.  It is a 8.  How much over 8 is 5?  3  Bend down 3 fingers on your right hand.

5. Their hands should look like this.

6.  How many total fingers are bent down?  5                           What is 5 x 10?  50

7.  How many fingers are not bent on your left hand?  3  
8.  How many fingers are not bent on your right hand?  2

9.  What is 3 x 2?  6
10.What is 50 + 6?  56  so 7 x 8 = 56

 

Basic rules:

Both numbers have to be over 5.

Take total number of bent fingers times 10, and then

Multiply the fingers not bent on one hand times the other hand's not bent fingers

Add the two numbers to get the product.

Next time:  Things to make it "fun" to learn multiplication

Multiplication --Part 1

Let, me start by saying that I believe that everyone should know their multiplication facts by heart.

I often have sixth grade students tell me they hate Math.  After many years, I have learned that usually means I don't know my basic facts:  addition, subtraction, multiplication, and division.

Through a series of posts I hope to share with you, some of my observations and things I do to help them all learn with short cuts, games, testing, etc.  I hope you join in by sharing your tips, etc.

Since fractions are a huge part of the sixth grade math curriculum, I know that multiplication and division have to be a big push fast.  I also know that normally there is a huge sense of everyone knows this but me, and I will never be able to learn this.

To overcome the I can't learn this, I always start with the nines.  I usually start with two different ways to do the nines "secretly".  I only share one way with a student, to keep from overwhelming them.  Which one is based upon the individual student.

The first one I show them is with their hands.  It basically goes like this.

1.  Place your hands in the air with your palms facing you.

2.  How many fingers and thumbs do you see?  10

3.  The problem we are going to solve is 4 x 9  (Write on a piece of paper 4 x 9 = )

4.  What number are we multiplying times 9?  4

5.  Count over four digits on your left hand and bend that finger down.  (This would be the ring finger.)

6.  How many fingers are before that bent finger?  3  (Write down that digit for the student to see.  Now the paper shows 4 x 9 = 3)

7.  How many total fingers are following the finger that is bent?  6 (Write down that number following the 3.  Now the paper is saying 4 x 9 = 36)

8.  Ask the student to read you what is on the paper.  4 x 9 =36

 I then always say, That's right, I thought you told me you couldn't do multiplication.  I have literally had students sit and cry because they didn't think they would ever be able to get it.  Suddenly they have become experts at their 9's and you can immediately see that confidence returning.  They always want to do a lot of problems with 9's right then to be sure they really can do the work.

With students who are trying to "hide" the use of their hands I show them this method.  The conversation usually goes as follows.

1.  We are going to work the problem 7 x 9. (Write down 7 x 9 = ) The normal reply is I don't need to know this stupid stuff.  I told you I don't know and I don't care.

2.  That is okay but we are still going to work this problem together.  Can you tell me what number we are multiplying times 9?  You must think I am stupid, to ask me that.  It is a seven.

3.  Okay, what is 7 -1 ?  Six  (Write down the six.  Now it looks like this.  7 x 9 = 6 )

4.  Six plus what equals nine?  3  (Write down the three.  7 x 9 = 63)

5.  Read me what is written down. 

After reading what is written, you can usually see their whole attitude and body language change.  They usually say, "Let me do it this time.  Give me another problem!" 

I usually use the second method with students above the sixth grade, as they often do not want to have others see them using their hands.

Next post topic:  Numbers other than 9

Seek the Treasure of Multiplication Instructional PowerPoint

This 13 page PowerPoint walks students through the steps of solving a multiplication problem with the second factor being a two digit number.

Each step is color coordinated so students can visually see where to write the answer. Students are reminded to check to see if the correct number of "rows" exist prior to adding. The zero place holder is in a different color with the reminder to show that you are actually multiplying with a multiple of 10 rather than a single number.

In the initial problem, boxes are grouped around the digits being multiplied with a hint given on what to do to arrive at the correct product.

Have a great day!

Vintage Teacher

Seek the Treasure of Multiplication Instructional PowerPoint