Times Table Book
SKU:
978-1-913884-27-7
€19.95
€19.95
per item
The need to improve standards in Numeracy has resulted in a greater emphasis on the mastery of times tables. While a large proportion of pupils will master these skills through the commonly used strategies of repeated practice and the rote learning of each table as an isolated set of single facts, many pupils who experience difficulty with numbers will find these activities frustrating and unproductive unless supplementary activities and strategies go beyond the learning of isolated multiplication facts.
The Times Table Book presents each times table and provides activities to introduce and consolidate the multiplication facts. The notes at the front of the book are supplemented by notes for each times table. These provide ideas for helping the pupil to retain facts and to make connections between facts.
Supplementary activities
The effectiveness of any resource will depend upon the breadth of supplementary activities and additional apparatus used to accommodate a range of learning styles and to provide a link between the concrete and abstract.
Linking the concrete to the abstract
For understanding of multiplication to take place, it is essential to introduce the operation through concrete experience. Dienes, 1964 suggests that it is wrong to introduce the manipulation of symbolism before adequate experience of what is being symbolised and this is still the foundation of sound teaching. Henderson, 1998 presents the characteristics of two main learning styles and suggests suitable apparatus for pupils with varying learning styles. Apparatus available should include Dienes blocks, Cuisinaire rods, Geoboards, Multilink, Unifix cubes and money. The teacher / parent will soon discover which apparatus is best suited to individual pupils.
Notes on the use of concrete apparatus to help with the acquisition of specific times tables facts are provided before the worksheets for each times table. Concrete introduction to the commutative property of multiplication facts is an essential stage of teaching the times tables. Counters, blocks or a geoboard can be used to illustrate how, for example, 6x4 is the same as 4x6. If appropriate, the same activity can be used to introduce the notion of area.
The language of multiplication
Understanding the operation of multiplication will be helped if a range of terms is used by the teacher / parent ~
times, lots of, product of, sets of, group of
In The Times Table Book the tables are presented in an order consistent with the ideas of the main contributors to the debate on teaching times tables to pupils who experience difficulty with numbers.
The order is as follows: 10, 2, 5, 4, 9, 3, 6, 7, 8.
As each table is mastered, the subsequent tables become easier because of the commutative property of multiplication. For example: when the 2x table has been mastered there will be one less fact to learn with the 6x table because 6 x 2 is the same as 2 x 6.
The Times Table Book presents each times table and provides activities to introduce and consolidate the multiplication facts. The notes at the front of the book are supplemented by notes for each times table. These provide ideas for helping the pupil to retain facts and to make connections between facts.
Supplementary activities
The effectiveness of any resource will depend upon the breadth of supplementary activities and additional apparatus used to accommodate a range of learning styles and to provide a link between the concrete and abstract.
Linking the concrete to the abstract
For understanding of multiplication to take place, it is essential to introduce the operation through concrete experience. Dienes, 1964 suggests that it is wrong to introduce the manipulation of symbolism before adequate experience of what is being symbolised and this is still the foundation of sound teaching. Henderson, 1998 presents the characteristics of two main learning styles and suggests suitable apparatus for pupils with varying learning styles. Apparatus available should include Dienes blocks, Cuisinaire rods, Geoboards, Multilink, Unifix cubes and money. The teacher / parent will soon discover which apparatus is best suited to individual pupils.
Notes on the use of concrete apparatus to help with the acquisition of specific times tables facts are provided before the worksheets for each times table. Concrete introduction to the commutative property of multiplication facts is an essential stage of teaching the times tables. Counters, blocks or a geoboard can be used to illustrate how, for example, 6x4 is the same as 4x6. If appropriate, the same activity can be used to introduce the notion of area.
The language of multiplication
Understanding the operation of multiplication will be helped if a range of terms is used by the teacher / parent ~
times, lots of, product of, sets of, group of
In The Times Table Book the tables are presented in an order consistent with the ideas of the main contributors to the debate on teaching times tables to pupils who experience difficulty with numbers.
The order is as follows: 10, 2, 5, 4, 9, 3, 6, 7, 8.
As each table is mastered, the subsequent tables become easier because of the commutative property of multiplication. For example: when the 2x table has been mastered there will be one less fact to learn with the 6x table because 6 x 2 is the same as 2 x 6.
