# [Numeracy 62] Re: Hello

Share:

## Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

shirley burns threedog at cyberport.net
Mon Jan 25 17:43:39 EST 2010

I only use tic-tac-toe for multiplication/divison. I like your idea with
the sticky notes; so many wonderful ideas to share.

-----Original Message-----
From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On Behalf
Of Kathy Brezina
Sent: Monday, January 25, 2010 10:50 AM
To: The Math and Numeracy Discussion List
Subject: [Numeracy 53] Re: Hello

Shirley,
Are you refering to the "tic-tac-toe" math suggested by Dr. Richard
Cooper? It is an excellent way to work with both addition facts and math
facts. I have used it for both. Again another learning tool to keep handy
for learning the multiplication facts.
One of the other participants mentioned the fact of using the
multiplication tables. I have a large table that have all the answers and I
have sticky notes that are cut to the size of each square. I begin by having

a student/students cover what they already know. When they are finished the
task of what they have to learn is not so overwhelming to them.
Kathy
928-567-3187
Have a good day!!
----- Original Message -----
From: "shirley burns" <threedog at cyberport.net>
To: "'The Math and Numeracy Discussion List'" <numeracy at nifl.gov>
Sent: Friday, January 22, 2010 12:50 PM
Subject: [Numeracy 44] Re: Hello

> Has anyone used tic/tac/doe math to help students with the multiplication

> tables. I have, and the students grasp it and use it. Eventually, they

> know their tables and see numeric relationships.

>

> -----Original Message-----

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf

> Of Rush, Steven R

> Sent: Friday, January 22, 2010 12:02 PM

> To: The Math and Numeracy Discussion List

> Subject: [Numeracy 42] Re: Hello

>

> Hi, I am the Director, Health Literacy Innovations for UnitedHealth

> Group. I lead the health literacy initiative within the company. I

> have several interests: ensuring the accessibility, understandability

> and actionability of health information and bringing medical consumerism

> into the k-12 and other educational environments. I have growing

> awareness of the importance of math skills in today's health care

> environment

>

> Interest one: I am interested in learning how math skills are tied to

> navigating the health care environment and what might be done to help

> enhance a consumer's ability to understand health, health plan and

> wellness information.

>

> Interest two: I am interested in any activity where people are using

> health information as part of educational curriculum.

>

> I thank you for your input.

>

> Steve

>

> Steven R. Rush, MA LP

> Director Health Literacy Innovation

> UnitedHealth Group Alliances

> 9701 Data Park Drive MN006-E500

> Minnetonka, MN 55343

> Office: 952-931-5975 I Fax: 952-931-4649 I

> Email: steven_r_rush at uhc.com

>

>

>

>

> -----Original Message-----

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf Of anita at gplc.org

> Sent: Friday, January 22, 2010 8:31 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

> 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

>

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

> http://www.nifl.gov/mailman/listinfo/numeracy

> Email delivered to steven_r_rush at uhc.com

>

> This e-mail, including attachments, may include confidential and/or

> proprietary information, and may be used only by the person or entity

> to which it is addressed. If the reader of this e-mail is not the intended

> recipient or his or her authorized agent, the reader is hereby notified

> that any dissemination, distribution or copying of this e-mail is

> prohibited. If you have received this e-mail in error, please notify the

> sender by replying to this message and delete this e-mail immediately.

>

> ----------------------------------------------------

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

> http://www.nifl.gov/mailman/listinfo/numeracy

> Email delivered to threedog at cyberport.net

>

> ----------------------------------------------------

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov