The school couldn't help and I don't know where to start.
The school couldn't help and I don't know where to start.
Assuming he understands the concepts of multiplication and the issue is memorizing times tables and getting more comfortable with them, can he keep focused on memorization drills for five minutes? For two minutes? I would recommend shooting for a small achievable goal like that and then drilling in short sessions twice or more daily. This is hard for a school to schedule for, but much more manageable at home. One five minute drill after school, another one after dinner or before bed, and some way to show that daily progress is being made (hopefully it will be). Here's a resource with good, thorough advice:
Are you familiar with Schoolhouse Rock? It is a series of short animated musical educational video clips (very catchy I might add!) that explain many concepts in a more stimulating manner. There a multitude of subjects covered, including the multiplication tables through 12. This website has links to each of the videos. http://www.vrml.k12.la.us/curriculum/schoolhouserock/math_shr.htm
Plenty of great suggestions here, I would also recommend showing him some of the patterns that arise naturally through the tables themselves. An example I like is multiples of 9 using columns, since most children are quite capable of counting to 10.
Write the numbers 1- 10 in the margin on some notebook paper
then make two columns and have him write out numbers from 0-9, next to that have him write out the reverse order 9-0
he'll end up with
1) 0 9
2) 1 8
3) 2 7
4) 3 6
5) 4 5
6) 5 4
7) 6 3
8) 7 2
9) 8 1
10) 9 0
Another cool thing about that particular series is that the sum of the digits all add up to 9.
For multiples 10 you can just write out the numbers 1-10 and literally put a zero in the right column. For multiples of 5 it's 0112233445 and then you alternate 5050505050 in the next column. For 3 they actually go in patterns of.... you guessed it: 3. 000 111 222 3 then in the right column it's 369 258 147 0, that series continues on as well but starts over with 333 444 555 6 and then repeating the same 369 258 147 0. If you notice every third number of the right column is one less than the previous group and includes all of the number 0-9 again. For 2 the pattern is in groups of 5, 00001 11112 in the left column and then 24680 24680 on the right. And so on.
Drilling and memorization may be exactly what he needs, but it's going to be entirely dependent on and unique to your son. The most important thing is to not get frustrated, and to play around and enjoy yourselves. Good luck to you both.
Have you tried music, rhythm, beat or movement? Here's an example, bounce a ball to a beat and on your turn say 3x3 when your child catches the ball to return it to you he has to say 9. Or just say: 3x3 is 9 to the beat with t drum. Songs help us remember many things! Research says so. see more at http://www.kindermusik.com
What is the best way to teach a 4th grader with ADD multiplication tables? He struggles with his lack of attention so memorization isn't working. Has the child been professionally diagnosed with ADD? It has been my experience that many children reputed to have ADD do not actually belong in this category. Some students have a very real need for a more chaotic environment than the average class affords. For example, in one of my special education 15:1:1 classes I had one Austic child who needed to stand up in the middle of each lesson two or three times, simply to walk over to me and hold on to my left hand for just under a minute. I had one child that had ADHD who simply could not sit through a class period, so she was allowed to walk in the classroom during a lesson, providing she did not interfere with other children in the class. Two, Michael and Darwin, functioned on a 3rd – 4th grade level. Yet as a team they functioned perfectly. Darwin was imaginative, could read but not write properly, and Michael could write, but not read properly. The Principal and vice principal could never believe the seeming controlled chaos they witnessed while standing at my doorway looking into my classroom. Yet, I assure you that each and every child in my class improved far beyond what was expected and teachers called me at home to let me know that Darwin had passed the NYC State English language Standardized test in Arts with a “2”. Burnout from lack of District, and school support began to set in, so I resigned from teaching. Privately, I was foster parent to Keith; a 15 year old who came to my house heavily dosed out on Ritalin because he had ADHD and tried to set his previous foster parent’s home on fire. My first action was to take Keith back to the psychologist and have him taken off Ritalin. The psychologist and I fought it out on Keith’s behalf, but thankfully he acquiesced. Keith’s challenges were exacerbated by his previous foster parent’s rule of not letting him see the only family he had, an older sister. So, I called her and laid down a few ground rules for Keith’s visit to her home. Keith agreed with the rules I set in place and all went well for about 6 months or so, when his mother from he had been taken by the state resurfaced and removed him from my home. The following day, Keith ended up in Brooklyn’s Bellevue Hospital’s psychiatric wing. That Tuesday, at the Foster care Agency, my cousin, Brenda and I sat next to a crying mother. She was in tears because she had taken her son, Keith, out of a gentleman by the name of Mr. Romain’s house after six months of overall progress and improvement, only to have Keith end up in Bellevue. Of course, I was stunned that she was talking about me and it was Brenda who told her I was the person about whom she was speaking. She walked over to me and just cried on my shoulder. This is my long-winded way of stating the following… Find a qualified special education teacher in your vicinity who is willing to tutor your child. All the previous comments are good ones, however, when it comes to learning deficits, whether ADD, ADHD, Autism or any other challenge, generic prescriptions are not necessarily going to be helpful. There is no best way to teach your child because with your child, one size does not fit all. He/she requires individual assessment and attention. And nothing can replace the one and one interaction and connection that allows teacher and student to collaborate in creating new vistas of knowledge. I know. I used to be learning challenged, myself.
Involve as many senses as possible-- active learning with things to touch, feel and hear, Like marking the numbers & equations in salt, sand or shaving cream. Use groups of favorite items; recite multiplication poems or rhymes together. Try a T-stool for them to sit on. Brainstorm for creative ideas that they can connect with.
ADD individuals usually are more successful with lots of structure, so be patient, very consistent & persistent in your daily routines. Utilize the Precision Command program for discipline, which helps in predictability and defuse issues to more easily stay on track with tasks [internet sites to view: http://www.peaks.provo.edu/Site_Home/.../PrecisionCommandsSequences.pdf; http://speechchick.com/?tag=precision-commands; http://speechchick.com/?tag=precision-commands].
Also be aware of the environment the student needs to work in; and their personal triggers that would distract, as ADD individuals often have heightened sensitivities. Provide a study area free of lots of clutter: visually & physically.
Allow them to chew gum, it helps them to focus better and be sure they drink plenty of water, as well. Many with ADD focus better if they read aloud.
History has shown that brilliance is found through many learning-styled individuals and as a parent or educator, we can improve our awareness to help create a more ideal environment for students to maximize learning opportunities.
I wouldn't actually worry so much about multiplication tables as much as his interest in learning and understanding the concept of multiplication (in 4th grade, that concept is still fairly new to most students). The manipulatives that Kevin suggested are a great idea, as is the music and movement that Bonnie suggested! Anything to get his body involved!
When it comes time for "studying" there are also some need attention diffusers that could be implemented, including white noise apps and modified study areas (to eliminate some of the visual distraction).
I agree whole-heatedly with the comment/answer above. The first step however is to inventory his/her strengths with a learning styles assessment. Here is a free and simple one provided by Pearson.
I think that regardless of the tactic used above, stress that multiplication IS "repeated addition" and have him/her choose the smaller of the two numbers and add the bigger number together, by the number of times quantified by the smaller number.
Movement, color and engagement may be helpful, provided that you use music that attracts his senses. Try hopscotch times tables using a numbered carpet or create your own wherein he jumps in each square/number as he or you, recite the numbers. "JJ and Friends" has a wonderful CD/DVD "call and response" multiplication song. While the Trinidadian accent may appear a bit thick, it is truly engaging and parents even like it. Conga drums also may help as you drum and recite your way to success ( 2 x 2 , bop pa bop ___). Take a smiling picture of your child next to a large multiplication poster. Put a big "A+" on the poster so he may visualize success. Finally, if at all possible, clear his system of milk, eggs, soy, white sugar, flour and meats. You will be surprised how the body responds when filled with living substances like raw veggies and fruit. Remember, food is medicine. Best of luck.
Lots of great advice and tips here, Sandra! I have loved using jumping rope and trampolines with students to reinforce rhythm and memory. Also, I have seen marked improvement in some ADD students who learn how to ''build' the multiplication chart on their own. Give them a blank chart up to 10 or 12 (your call), work TOGETHER to fill in the 0, 1, 2, 5, and 10....11 is usually pretty easy for kids to pick up on after that. Once the student sees what IS known, tackling the UNKNOWN is less scary! If your student is competitive, try to complete the initial chart in 10 minutes then decrease time from there. The goal? About 5 minutes for the entire chart! Super fast! Let me know how this works! Also, fish oil can be a pretty good 'natural' remedy for some ADD sufferers, but please check with your doc! Good luck! :-)
Students with disabilities such as these are often missing key concepts because the school can't let them move while they learn. Find an activity that interests him and relate it to the multiplication to be sure he first understands the concept. Check his skip counting abilities. Can he skip count numbers through 10 or 15? Then, get him moving with the facts - songs, rhythms and other ways for them to move during his learning.
What works in other subjects? Is he a visual, tactile, or auditory learner? How long can he be engaged? No two kids with ADD are alike--there is no "best" way that applies to all children! I'd look for an approach that makes sense to him. Every child deserves to be taught to his or her strengths.
The answers you have received make a lot of sense and are practiced all of the time depending on the child.
As a rule of thumb and most research suggests that in order to have accurate memory recall, focus and attention must be present. The presentation of material should also be appropriate for the child's learning style. Most teachers are trained in identifying a child's specific learning style. If your child has ADHD with or without Hyperactivity, chances are that your child's learning style is atypical and will require an intensive individualized learning environment. Sometimes medication can "untangle" focusing problems and control the attention deficit with regular use.
As both a therapist and an educator, I can tell you that if this child *does* in fact have ADHD, he will not succeed as easily without being on medication.
ADHD innattentive type (commonly referred to as ADD), is a brain issue. Asking a child to learn without giving them a clear head is like asking a diabetic to run while having a bloof sugar issue, or asking a person with anxiety to just not shake while giving a presentation. It's not fair because their brain is not working properly.
Many parents are concerned about placing their child on a stimulant medication, but there is an alternative, a non-stimulant medication for ADHD now. I would suggest a consult with a psychiatrist for a prescription.
Why not give this child what they need so they can simply learn like everyone else? It will make their school and academic life significantly easier.
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