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.

Question

The school couldn't help and I don't know where to start.

 

Answer 1

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:

http://www.mathmammoth.com/lessons/multiplication_tables.php

Answer 2

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

Answer 3

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 www.kindermusik.com

Answer 4

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.

Answer 5

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.

Answer 6

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).

Answer 7

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.

http://www.personal.psu.edu/bxb11/LSI/LSI.htm

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.

Answer 8

I have 4 children and each of them had some type of ADHD, ADD or a learning deficit, therein pointing to a genetic component. When my husband and I were in Elementary School, there was no such thing as learning deficiets. Either you were just not paying attention or you were stupid and were just pushed along through the grades, not being successful. From our kids being tested by reputable professionals, I can assure you that I was LD in Written Expression and my husband was/is definitely ADHD! I whole-heartedly agree with Nancy B. Do you not let your children have glasses when they can't see properly? Do you not let your child have a cast if she breaks her arm falling from a piece of playground equipment? When our third daughter's teacher told me that she was having an extremely hard time reading, I spoke to her pediatrition and she prescribed a low dose of Concerta. I did not tell my daughter what the medicine was for. When I picked her up from school that day, she was so excited! "Mama, Mama, I knew where Mrs. Smith was when she called on me to read today! She didn't have to tell me where she was! I knew! I knew!" Her confindence exploded. Her focus was stronger. She went on to be in the Gifted & Talented classes in school, took AP classes in high school and went on to graduate 3rd in her class, just .001th of a point from being the Validictorian. Was the medicine a "magic bullet" that all of a sudden made her smarter? No. She studied her pants off. That medicine did not make her like a Zombie. That medicine gave her whatever substance/chemical that was lacking in the synapes between her nerve endings that was needed to pass the needed information on to the brain. The medicine gave her the ability to focus and learn, even when it was hard. Why would I deny her that?

Answer 9

Memorization skills aren’t for everyone. I had a student of mine who could not remember multiplication tables at all. What I ended up doing with him is using model to demonstrate the time tables. Often, when kiddos cannot remember it is because we aren’t quite engaging their senses enough. Try to get them something they can feel, touch, or taste.

Answer 10

ADD students can benefit from electronic apps that, via undetected repetition (fact families, different ordering, strengthening relationships between multiplication and addition (visa versa), and multiplication with division (visa versa)), inadvertently help students memorize the multiplication table.

Students who struggle with attention need things that call their attention, which is why the fast moving content in games holds their attention for a long time. This makes reading on a page or memorizing a page very undesirable and boring.

Multiplication tables can be brought to life with manipulation tools... blocks, beans, etc. Making the multiplication tables more sensory loading will give the best chance that a student will absorb the info over time. Speed drills will make memorization more important and can provide some competition in the classroom setting.

I have a similar challenge with some students with reading music from a paper book. Sometimes they don't see the benefit of memorizing because of the medium (ink and paper) but then they notice over time re-figuring things out gets very tiring and pointless. At that point, memorization is their avoidance activity in place of doing the same figuring out on fingers, for instance, every single time. Imagine a 100 question multiplication page and using your fingers or making dots for every one of them.

Answer 11

Multiplication is one of the four basic operations of arithmetic.

There are several ways to multiply.

TERMS

Multiplier - A quantity by which a given number ( multiplicand ) is to be multiplied.

Multiplicand -

A quantity which is to be multiplied by another ( the multiplier ).

SYMBOLS

x

Assuming your child has received prior instruction and knows how to count from 0 to 10 and knows the exact value then its easier to speak to your child about the 2 terms and how to use them to solve problems with multiplication

As your child grows it learns about divisions

The opposite of division is multiplication

You can keep your child's interest in learning by not cramming too much information

KEEP ITS MULTIPLICATION SIMPLE

GET INDEX OR FLASH CARDS AND ...

WRITE -

MULTIPLICAND

A GIVEN NUMBER FROM 0 TO 10

MULTIPLIER

ANY NUMBER

ONCE YOU CHILD UNDERSTANDS THE TERMS

DRAW

CARDS

10 CARDS

WITH THE FOLLOWING

MULTIPLIER

1

DRAW

10 CARDS

WITH NUMBERS 1 THRU 10 ON EACH

EXAMPLE

MULTIPLICAND

5

PLACE ALL TEN CARDS WITH MULTIPLIER OF 1 ON TOP

PLACE THE NUMBERS OR CARDS WITH MULTIPLICANDS OF 1 TO 10 ON SIDE OR BOTTOM

EXAMPLE

1 X 1

1 X 2

1 X 3

1 X 4

1 X 5

GET SEPARATE CARDS WITH JUST THE NUMBERS 1 THRU 10

EXPLAIN TO YOUR CHILD THAT A MULTIPLICAND OF ANY NUMBER 4 WHEN MULTIPLIED MULTIPLIER RULES 1 FOR NOW IS MULTIPLIER OF 1 IS EQUALS SAME NUMBER

THEN KEEP ADDING MULTIPLIERS UNTIL YOUR CHILD UNDERSTANDS BASIC PRINCIPALS OF MULTIPLICATION

MATH IS FUN

ENJOY YOUR CHILDS EVENING

THE TEACH

JLJR

Answer 12

Make the concept as concrete as possible so if he is learning 4 times then 4 times 9 means 4 groups of 9 things and 9 times four means 9 groups of four things which can be shown with objects or drawn as circles, fruits or strokes in boxes or circles to show groups. Use the visual to show that multiplication is repeated addition sp 9 + 9 + 9+ 9 is 4 groups of 9 etc

Build concept of doubling numbers next so (9 + 9) + (9 + 9) = 18 + 18=

Instead of memorizing , build concepts that can be applied to any tables.

Use washable markers to put multiples on fingertips as he learns factors. 2 4 6 8 10 ..... or work on multiplications

Paste a hundred board for teaching factors on the inside cover of his book to look at until he gets the pattern counting by 2s, 3s etc.

Singing or rapping the tables are tried and proven approaches.

Answer 13

This depends on the type of learner your son is... visual, auditory, kinesthetic. If you aren't sure try a multisensory approach and see how he responds. Also, determine if there is a time of day when he attends better. Try short, but frequent sessions.

I would also consider the input that he needs while studying. Some children with ADHD benefit from being able to move, having background noise, or a fidget when doing tasks which require them to sustain attention.

Answer 14

I've worked in special education for years and have had a lot of luck with games!

If there is even the slightest element of competition, fun and prizes (candy, stickers, etc.) students LOVE to learn this way!

 

https://s-media-cache-ak0.pinimg.com/236x/86/26/69/86266907ead0e8973d7f7070b38e2bee.jpg

 

Using cards like these, I created a game in which the cards were separated and mixed up and students competed against one another to see who could match the correct answers the fastest. 

Answer 15

I have two boys who are ADHD as well, and I understand the frustration. Many of these are great tips and may work for your son. Another method is to teach him some cheats. For example by using the fingers on his hand, he can automatically know the answers to the nine's times table. What is nine time four. Have him set his hands out on the table and put the fourth finger down. He will have 3 fingers on the left. and six on the right. The answer is 36. 

 

Little rhymes to remember key numbers also helps. for example. "six and six pick up sticks, six times six is 36." or "eight and eight fell on the floor, eight times eight is 54." From this point he can count up or down easily enough to get some of the other numbers. 

 

I am not ADHD, but I have always struggled with numbers. I could not memorize the times tables, but these nifty tools got me through! 

Answer 16

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.

Answer 17

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! :-)

Answer 18

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:  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. 

Answer 19

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.

Answer 20

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.

Answer 21

I have had success using  songs that the student likes (example singing 6,12,18,24....30,36,42,48.....54,60,66,72 now I know sixes through to "twinkle twinkle little star....try it!) You can pick a different  nursery rhyme for each number.  The repetition of singing make them automatic!

Answer 22

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.

Answer 23

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.

Nancy