Time for Times Tables

A bit of extra practice can

help us strengthen and
solidify our knowledge of the
times tables!

What were doing

Our class is attempting to improve
multiplication skills (thats times
tables!) of all students.

Why were doing it

As Math problem solving becomes
more difficult, it is essential that
students are readily able to access
their multiplication knowledge quickly
and accurately!

How were going to do

this.
We need to work hard both at school
and at home on improving our skills
with accuracy and speed. We will be
practicing each day at school with a
timed drill and discussing
computational strategies. Some
students may need to further practice
these skills at home.

Lets understand.
The task of learning the times tables
can come easy to some students, but
others may find it more difficult. In the
following slides youll see the times
tables broken down into some common
strategies that have been found to
assist students in mastering the
tables!

Zero Strategy
Anytime we multiply a number by 0,
the answer is always 0. We can illustrate
this idea with asking a question like If I
have 0 marbles in my pockets, how many
marbles will I have in my two pockets?

0 x 2=0
number of pockets total number of
marbles

marbles

Multiplication Strategy:

Zero

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81

One Strategy
Any time we multiply a number by 1, the answer is that same number. We
can illustrate this with the example
If a box has 6 apples in it, how many apples do I have if I have one box?

1x6=6

number of boxes
apples in one box
apples

total number of

Multiplication Strategy:

One

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Double Strategy
The two times tables can also be thought of as
the doubles strategy. Whatever number you
want to multiply by 2 just needs to be doubled.
For example-

2x7
You only need to think about doubling 7 and
thats 14!
or
The two times tables are just like counting by
twos!

Multiplication Strategy: Doubles

0

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Fives Strategy
In addition to feeling comfortable
counting by twos, students often are
quite successful with counting by 5s.
Students can be more successful with
the 5 times tables, when they
remember, Its just like counting by
5s.

5x3
Count times - 5, 10, 15

Multiplication Strategy: Five Facts

0

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81

Nifty Nines
There are so very many patterns to the nine times tables. See
if you can spot one here
9x1

9x2

18

9x3

27

9x4

36

9x5

45

9x6

54

9x7

63

9x8

72

9x9

81

9 x 10

90

Did you spot a pattern?

9x1

09

9x2

18

9x3

2Can
7 you see how the numbers are decreasing from 9

9x4

36

9x5

4Look
5 at the tens column.

9x6

54

9x7

6Can
3 you see how the numbers are increasing from

9x8

72

9x9

81

9 x 10

90

Look at the ones column.

down to 0?

0 (usually unseen) all the way up to 9?

Another pattern for nines

9x1
9x2

0What
9
happens when you add the tens
18

9x6

digit and the ones digit?

20 7+ 9 = 9
31 6+ 8 = 9
42 5+ 7 = 9
5Does
4
this happen each time?

9x7

63

9x8
9x9

7This
2 is useful in double checking your
8answers
1
for the nine times tables the

9 x 10

9digits
0
must add to 9!

9x3
9x4
9x5

Yet another nine strategy!

Our hands can be a useful tool to
calculate.

H
Hold your hands in front of you and see how each finger is
numbered. If you want to solve 4 x 9, bend the fourth finger
down. The three fingers to the left are 30 and the six
remaining fingers are the 6 for the answer 4 x 9 is 36.
Try it for other 9 times tables it always works!

Multiplication Strategy: Nifty Nines

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81

Whats left?
When we consider that there are many
turn around facts (example 2 x 7 is
the same as
7 x 2), there really arent many facts
left to learn once the 0s, 1s, 2s, 5s
and 9s have been mastered.
Therefore, the 3s,4s, 6s, 7s and 8s
still need to be learned, but many of
them will have already been covered.
Check out the remaining facts in the

Multiplication Strategy: 15 Remain (10 are turn around facts)

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Times Table Chart with all multiplication strategies

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Last facts and strategies

Once some facts are confident, students can use
what they know to figure out ones that they dont.
For example, the student may know 2x 6 with
confidence. This fact can be used to solve 3 x 6.
If 2 x 6 is 12, then I just need to add another 6
onto 12 if I want to figure out
3 x 6.
I need to add
Try it it always works!

2 x 6 = 12
3 x 6 = 18

one more group

of 6!

Of Interest
Some students like learning some other
anchoring multiplication facts.
1 x 1= 1 4 x 4 = 16
7 x 7 = 49
2x2=4
5 x 5 = 25
8 x 8 = 64
3x3=9
6 x 6 = 36
9 x 9 = 81
Memorizing these facts can be another
way to build confidence with
neighbouring facts.
I know 6 x 6 is 36, so 7 x 6 will be just one more group of 6. 36 + 6
= 42. So 7 x 6 = 42.

Sequence
Leaning the times tables in the
following sequence has been
successful for many students0s, 1s, 2s, 5s, 9s, 3s, 4s, 6s, 7s
and 8s.
Students should spend time mastering
one times table before moving on to
the next.

What to do?
Once you are ready to start, follow the
sequence on the following chart. Set a
time aside for some concentrated work
. Turn off the TVs and other
electronics and create a positive,
energetic environment for the student.

Sequence Chart for Learning the

Times Tables

Times tables are best learned in sequence. Use the chart

(illustrated on the following slide) to start at the 1 times tables
and complete all the activities listed. Check off each activity
as it is completed with confidence. A description of all of the
activities is provided on the reverse of this sheet. Once the
activities for the 1's have been completed, move onto the 2's
and so on. Work hard and have fun!
You may also print off a chart from Mrs. Harms website
www.sd23.bc.ca/~aharms

1's

2's

5's

9's

3's

4's

6's

7's

8's

Counting
by

Matching
answer
cards to
question
cards.

Playing
Multiplicatio
n
Shoot Out

Playing
another
online game

Playing
another
online game

Using flash
cards

Completing
a paper drill

Date
Successfully
Completed:
CELEBRATE!

Activities

Complete the entire list for each times table before moving onto
the next times table

Using beans to
make groups
of

Description of the Activities

Using beans to make groups of
For example, to learn the two times tables, have students put beans in
groups of two. Once several groups of two have been created, point out
how "ONE group of two beans is TWO", "TWO groups of two beans is
FOUR", "THREE groups of two beans is SIX" and so on.

Counting by
It is important that students make the connection that the multiplication
tables are really just repeated addition, or simply "counting by" the
number. An easy way to solidify this for students is to have them "count
by" the table they are studying.

Matching answer cards to question cards

Lay out all of the "answer cards" to a times table on the surface in front of
the student. For example, students could scatter the answer cards to the
two times on the surface in front of them. They could then put them in
order and repeat the sequence aloud several times. Students need to
know that multiplication is a pattern. It can be considered repeated
addition and it can be considered counting by 2s, etc.

Shuffle the answer cards to a random pattern again. Now show them a
corresponding question card. Students will locate the "answer" from the
cards in front of them. They should then state the question and answer

Playing Multiplication Shoot Out

This is an online game that presents a multiplication question to the
student and 4 possible "target" answers. The student "shoots" the
correct target.
Multiplication Shoot Out can be found at
http://www.surfnetkids.com/games/three-times/
(Substitute the three with other numbers you are studying!)

Playing other Online Multiplication Games

Some good suggestions are
http://www.topmarks.co.uk/PlayPop.aspx?f=SpeedChallenge
http://www.woodlands-junior.kent.sch.uk/maths/timestable/index.htm
l
http://www.mathplayground.com/balloon_invaders.html

for mixed times tables :

http://www.surfnetkids.com/games/multiplication25/
http://www.javascripter.net/games/math/
http://www.surfnetkids.com/games/multiplication45/
http://www.abcya.com/math_bingo.htm
http://www.surfnetkids.com/games/multiplication72/

Using Flash Cards

Use flashcards in the traditional way. Students should be
careful to look at the flashcard, think of the answer and
then read out the question and the answer aloud. For
example if the flashcard looked like this
Students should say, three times four is twelve or three
fours make twelve or three groups of four equal twelve,
etc.
Completing a Paper Drill
To further solidify their understanding, students can
complete a paper drill that focuses on the times table
being practiced.
Celebrate
Once one table has been successfully completed, celebrate
and move onto the next! Well done!

Final Words
Stay positive and help your child
remain positive! Perhaps set up an
incentive for your child this may be
very motivating!
This PowerPoint, the sequence chart
and extra drill sheets are available at
www.sd23.bc.ca/~aharms
Times tables are a skill worth
investing some time! Good luck!