# [Numeracy 41] Re: Hello

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themagicisin3 themagicisin3 at gmail.com
Fri Jan 22 13:30:29 EST 2010

I agree completely. The multiplication tables are a great place to
talk about general number sense and estimation, as estimation is a
HUGE skill necessary for long division. Many of our students struggle
to grasp this concept!

I created index cards with a large number and then a small number
(usually under 10) that does not go into the larger number evenly.
Students have to figure out how many times the smaller number goes
into the larger one by referencing their multiplication tables and
using general number skills.

We also like to play the card game "war" with multiplication flash
cards - it creates good teachable moments for these skills.

On Fri, Jan 22, 2010 at 12:33 PM, Susan Jones <SUJones at parkland.edu> wrote:

> In my experience, the "higher problems" need the times tables even more.

>

> Many college math classes include factoring.  Facility with knowing what factors are is pretty important there.  In addition, that facility with the times tables can also contribute (but no, it doesn't necessarily do it) to better "number sense" - thinking of numbers as things with meaning instead of a randomly generated code. 3 x 4 should give you a smaller number than 4 x 9, and that sort of thing...

>

> I would like to see better tools for mastering the times tables.

>

> Susan Jones

> Parkland College

> Champaign, IL  61821

> 217-353-2056

> sujones at parkland.edu

> Webmastress,

> http://www.resourceroom.net

> http://bicyclecu.blogspot.com

>

>

>>>> "GREER, Karen" <Karen.Greer at victoriacollege.edu> 1/22/2010 11:00 AM >>>

> As a foundations ABE teacher I also struggle with multiplication facts. I use a deck of cards from the \$ store for handy practice tools. I have a complete presentation I do for teachers on how to teach math using cards. My comment and question is, a calculator can be used on half of the GED and what person cannot use a calculator. My thinking is gravitating to using tools because valuable time seems to be lost over fretting over the times tables. My students after using calculators are starting to remember some.If we can help them learn the process and reasoning to solve problems, tools can help them get the answers and move on to higher problems.

> Karen Greer

> Victoria College Adult Ed. Victoria,Tx. kgreer at victoriacollege.edu

>

> ________________________________________

> From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of anita at gplc.org [anita at gplc.org]

> Sent: Friday, January 22, 2010 8:30 AM

> To: numeracy at nifl.gov

> Subject: [Numeracy 30]  Hello

>

> My name is Anita Markowitz and I am a GED and ABE instructor with the

> Greater Pittsburgh Literacy Council.  I have taught different subjects to

> My area of comfort is reading as I have a MS in Reading, but I teach more

> math than reading in my GED class and in my beginning level ABE class.  I

> suspect that many of my beginning level students have learning problems

> with math.

> keep word problems in my GED math class related to work and how they can

> use math on the job.  I have a question for the group.  How do you get

> adults to learn their multiplication tables?  I have students (of all ages

> from 18 to mid 70's) come into class and use various methods to work out

> multiplication and division problems.  (Some of my beginners also make

> marks on scratch paper to add and subtract.)  It takes a long time and I

> can see how it hurts them when they test on the TABE test and on the GED

> Math section of a Practice Test.  They don't finish because they don't

> know the multiplication tables by heart.

>

>

> Anita Markowitz

> Greater Pittsburgh Literacy Council

> 412-393-7609/412-552-7067

>

>

>

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