3birthdaybunnies, How to teach tables?
It is important to understand that in order to learn tables, children need to understand a number of concepts.
Firstly, there is what mathematicians call ?Conservation of Number?, i.e. the idea that if there are six objects on a table, there will always be six, no matter how you jumble them up. Children who have been talked to by their parents a lot normally acquire this between three and six years old, although some may take longer (Piaget says age 7 or even later). You will have a fair idea if children have understood this by simply asking them how many fingers they have on one hand. If they say, ?five? straight away they are probably beginning to understand this. If they count them, you will have to wait a while yet.
Secondly, they need to understand simple addition. It?s no good trying to show them that two sixes are twelve if they don?t understand that six plus six equals twelve.
So, let?s assume that your children have these skills and are ready to move on to times tables.
I would begin with a practical situation to get the idea of multiplication. For example, three rows of counters with four in each row ? how many counters altogether? They will need to count them all to understand that three rows of four is twelve.
Watch out for rectangles of all sorts. In your garden centre you will often see items on display ? six rows of five flower pots, four shelves with three coloured jugs etc. Paving slabs are often arranged in rectangles and we walk over them all the time. Find a simple rectangle of slabs and do the same.
Once they have this idea, you can start with something simple like the ten, five or two times tables. When I was young and we played hide and seek the person who was ?it? had to count up in fives to a hundred, say, and this is a good place to start. Five, ten, fifteen, twenty, twenty five, thirty ? has a certain rhythm to it which children love to tune into, so you could start with this sequence. This is related, of course, to the number of fingers we have on our hands, so you could ask how many fingers on three hands (have the family over to tea to help with this!). Get them to count up in fives.
Do lots and lots of activities like this. For the two times tables you could look at the house numbers on one side of the street as they nearly always go 2, 4, 6 etc. Get them to tell you what the next number is. Then look at how many houses you have passed. If you have passed four houses, then four twos must be eight.
All this work establishes two things, firstly that multiplication is repeated addition and that tables are related to number sequences.
However, you should not fall into the trap of thinking that learning tables should be done by chanting that once five is five, two fives are ten etc. Children have to know the tables facts in isolation as I say repeatedly; the work I have been talking about simply establishes what multiplication and tables are all about.
There is a great deal of maths work that can come out of a study of number sequences, but it?s nothing to do with learning tables facts.
So, once you are happy that your children can say that four fives are twenty because, for instance, that?s the number of fingers on four hands and a few other similar examples, it is probably about time to start learning the facts independently as described in the teacher/parent manual.
I should emphasise that all this takes time and depends on the maturation of the brain. Brain maturity is a crucial factor in all this and you should take each step slowly until it is understood. If you push your children onto learning the tables facts in isolation before they are ready, you will only give them bad vibes, as we used to say in the sixties (was I a hippie, you are probably wondering!).
If you give your children lots of practice in maths, it?s surprising how quickly they learn. One thing I?ve been doing with my grandson recently is getting him to count money (yes, the real stuff).
I have made up a dummy paying in book with clear spaces for the penny, two penny, five penny etc coins and notes and I take a whole lot of money ranging from £50 notes (when I can afford it) to one penny coins and I tell him I need to pay this into the bank. Would he like to help me count it. We add up the £50 notes and write the total on a piece of paper. Then the £20 notes etc right down to the pennies. Then we use a calculator to add it all up. He then copies it all to the paying in slip. When I go home I tear out that slip and bring another lot next week.
If you want to do this, start with a small amount of money while they get the idea.
Already he has learnt how to count in 50?s, 20s, 10s, 5s, 2s and 1s with both notes and coins. He knows that we put a dot (decimal point) between the pounds and the pennies. He can complete the paying in slip and he can just about use a calculator to add up the individual sums and write the total on the slip.
He does still need quite a bit of guidance and practice. How old is he? He?s moving from reception to year 1 in September. It just shows you what children are capable of if you give them the opportunity.
I mention this because the other day he did something that had me gobsmacked. He was counting the 20p coins and he knows that one pound is 100p. We had a whole bagful of 20p coins on the table and he suddenly put one finger on one coin, another finger on another coin and so on until he had all five fingers on five coins and he pulled them all out together ? thus demonstrating that five twenties is a hundred! I was so surprised. So then it occurred to me that you could do the same with other coins. All ten fingers pulling our 10p coins so ten 10p coins make a pound, one hand on each of two 50p coins. For 5p coins you will need toes as well or the help of an interested sibling!
There is so much maths around us that helps with tables and many other mathematical concepts. We only have to open our eyes to see them.
I hope this helps.