PARENT TO PARENT

Q: I have been using your number patterns to help my child with addition, and it has also helped with subtraction. Do you have anything for multiplication?

A: Multiplication is the easiest set of patterns to teach, and I think it is the set of arithmetic calculations that students can have the most fun with.

- First and foremost, review your addition doubles - that's right, the very first addition your child was taught. This is really important, so make sure your child knows the doubles, 1+1 through 12+12 and the higher doubles (14, 16, 18, 20, 22 and 24), perfectly.

- To multiply a number "times one", just write the number down. This is a real no brainer, and it is a lot of fun. To introduce this concept in a way that will help your child later, get creative with practice. Use negatives, fractions and even nonsense. For instance, 3/5 x 1 = 3/5; -32 x 1 = -32; txj x 1 = txj. This simplest of multiplication is also the most important and fundamental theory of higher math, so take a couple minutes and talk about the rule, "anything times one equals itself" - numbers, letters, anything.

- Since multiplication means to add a number to itself repeatedly, then two times a number is just that number, added twice - the addition doubles. Since your child is already completely comfortable with addition doubles, this shouldn't have to be learned at all, just "translated". For example, since 2 x 7 means add seven twice, then the answer is 7 + 7 = 14. Any time spent on the two's tables should be spent practicing "thinking about" the multiplication as the addition doubles. Whenever I help a student multiply times two, I always restate the equation as an addition problem: 2 x 4 = 4 + 4, which is 8; 2 x 5 = 5 + 5, which is 10, etc. Don't forget to practice the equations turned around. Whether a student sees 2 x 8 or 8 x 2, it should be recognized as the addition double, 8 + 8 = 16.

- I always feel that multiplying times three is really a cop out. I have often stated that the human brain does not like to run sequences of more than four and calculating should be kept to three steps or less. Therefore, you can simply figure the three's tables by adding the number three times. This takes good addition skills and some practice, but isn't too difficult.

- Multiplying times four is really fun for students. Since 4 is really just 2 x 2, and multiplying times 2 is the doubles, then to multiply times 4, just double the number twice. For example, to multiply 7 x 4: 7 + 7 = 14, and 14 + 14 = 28. This is why taking the time to learn the "higher doubles" is so important - the doubles, through 24, are needed for the 4's tables. Again, to multiply 4 x 6: 6 + 6 = 12, and 12 + 12 = 24. This is really fun for students with excellent addition skills, since they can quickly figure larger numbers "times 4". For instance, 21 x 4 = 21 + 21 = 42, and 42 + 42 = 84.

- Multiplying times five is as easy as it gets. Count by fives. I know a lot of teachers don't like children counting on their fingers, and I generally agree that this is a bad habit. But in this case, I support it. It's quick, efficient and accurate - and that's the whole point of calculating.

I always tell my students that I have bad news here, that there are no tricks or rules for 6, 7 or 8. The good news is, most of the equations are already learned. I think it would be best to finish the multiplication tables next week. Take this time to practice the techniques for calculating the answers to multiplication, through the fives. Once your student is comfortable with this you can continue.

Have fun, Michele

Q: My son learned to read very early, and is an excellent reader. Unfortunately, he has trouble with spelling. His teacher keeps telling him to break down the words, but I'm not sure what she means. Can you help?

A: I know exactly what she means. If you say a word slowly, you can break it down into individual sounds. It is easy to do once you are used to it, but it takes a lot of practice, especially for young children, to take apart words with which they are familiar. Once you can take a word apart and actually say the word, sound by sound, you can "hear" which letters or phonemes (letter combinations) make the word. For instance, you can break down the word "bat" into its three basic sounds, /b/, /a/, and /t/. These sounds can be said individually, and as you do, you can tell which letters to use. The best way to teach this is with simple words your child is familiar with. Have patience and be prepared to demonstrate quite a few times, but keep practicing. Your little one will get comfortable with the technique and will have a much easier time with basic spelling.

Remember, the phonics rules are the beginning spelling rules. Of course, there are additional spelling rules, and although phonics does not teach all reading and writing skills, it is the fundamental structure that all other rules are based on.

Don't forget to check out our phonics lessons at: Phonics

Hope this helps,
Michele

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