Number place value and additions, multiplications

[Sinaps]

How to teach and improve 8 yrs old daughter number place value recognition, and jump from addition to multiplication instead of memorising the times table. What type of practice and starting points are a good way to build such math foundation

What do you mean jump from addition to multiplication instead of memorising the times table

Understanding that multiplication is the same as multiple addition is key.
Memorising the times tables is then key to quick multiplication.

I used money for understanding column adddition and subtraction which I guess includes place value. First use the physical items, then do the writing along side.
Never say 'add a zero' when multiplying by 10, say more like everyone moves one place to the left and then there are zero units.

Hopefully proper teachers will be along later!

We used mathsfactor - as DD1 struggled with number placement. It got her to understand 26 and 62 could not be swapped round as it wasn't 2 but 20 which seemed to stop a lot of the tranposing she was doing. Think it was lots of explaining and pratcise with colums, counting and addition.

Though also had nemicon at home as her school was obsessed with it - I think rods or other object are probably just as good - and just practising counting and recording and showing that addition and times tables same thing phycially.

I think investing in some form of manipulatives eg hundreds, tens and ones to practise is good. I would ask her to make ten, groups of tens and ones and ten tens to fet the sense of eg 10 tens are worth/equal to 100.Ask her to make groups of numbers eg 2 groups of 5 and explain that can be written as 5 +5 or 5×2.After a few examples and practise (finding answers) see if she can produce any examples herself.

Squared paper, with labeled columns (hundreds, tens, units - H, T, U, and add thousands if you wish) plus - sorry - learning the times tables, is the tried and trusted method.

I still recall exercises from my school days where we read aloud numbers the teachers had written on the board, and came up to the board to circle, for instance, 40 million or 800 or 30 in the number 342,548,832, or explain the difference between the two 8s in the example.

Cuisinaire rods can help a child to visualise differences of scale between the values.

Colours (beads, or numbers written in different colours according to value within a larger number) can be used too, to show various number values.