How can I get my child to be less dependent on using a multiplication chart for multiplication facts?

Question

Many students, beginning in around 3rd grade when multiplication facts are introduced, start out using a multiplication chart to help them learn facts. Unfortunately, they then becoime dependent on these charts and never really learn the mental strategies that lead to true understanding rather than simply looking up answers.

Answer 1

Multiplication charts can be useful to notice patterns but they stop being useful when students stop thinking and figuring out their own multiplication patterns. The goal is for students to understand that multiplying by 2 is the same is adding doubles. Multiplying by 3 is doubling and adding one more. Multiplying by 4 is doubling and then doubling again. The commutative property is important to understand (even if a child doesn't know the word commutative) so that a student who solves 3 x 7 will know that he/she also has the answer to 7 x 3.

Some patterns that students might figure out on their own are:

For nines (lets say 6 x 9) multiply by 10 and subtract 6 to get 54.

Or that both digits need to add up to 9.

Multiples of 5 always end in 5 and 0.

Anything multiplied by 0 is 0.

Anything multiplied by 1 is itself.

Anything multiplied by 10 ends in 0.

If students play with these numbers enough and start figuring out patterns on their own (leading to greater confidence and even having fun multiplying), they will not need to depend on multiplication charts.

And memorizing times tables with index cards, which many schools require, becomes MUCH less of a burden. If it "makes sense," it is easier to memorize.

Start with the hardest ones - 6 x 7 (same answer as 7 x 6) AND 7 x 8 (sames answer as 8 x 7)

. . . and it all gets easier from there.

Answer 2

I find using hands on approaches to multiplication works if the student struggles with the multiplication chart. The presumption that by the time they reach grade 3, they will be able to process the numbers on a chart as a representation of a quantity rather than foreign symbols with no meaning. In other words, they can recognize the symbol "3" to represent 3 apples, 3 pencils, etc. Once they build number fluency, then they will get better use out of the multiplication chart.

Answer 3

Take the time and effort to make and use flash cards.

Start with a few and increase the number gradually yet consistently over time.

Answer 4

Many times students do not learn mental math strategies that can benefit them throughout their lifetimes. This does not include the abundance of multiplication "tricks" that can be found online. Mental math strategies instead build the student's ability to work with numbers quickly and easily, and lessen the dependence on multiplication charts. For example, mental math strategies include skip counting, doubling, the double double strategy, and the double double double strategy. Becoming fluent in the multiples of numbers 2 through 12 can also be helpful. Further, it is recommended that students practice multiplication facts daily for 15-20 minutes, preferably through timed games and activities that are fun to play and build fluency(speed) and accuracy. Lastly. learning to use the Properties of Multiplication can make numbers easier to manipulate as well.