Why is Multiplication so Important in Third Grade

The Importance of Memorizing the Times Tables

We all know that learning multiplication is an essential part of our child's elementary education. Students who have mastered multiplication gain a solid foundation in mathematics that will help them throughout middle school, high school and beyond. The following are the answer to common questions that parents ask in my multiplication workshops.

1. Why does my child need to memorize the times tables?

Just like learning to walk before you can run, learning multiplication and memorizing the times tables are building blocks for other math topics taught in school - higher learning such as division, long multiplication, fractions and algebra. Students who have not memorized the times tables will find these levels of math much more difficult than they need to be. There is no time to pull out a calculator or to take 20 seconds to work out a math strategy before coming up with the answer. Students who have not mastered their tables will very often fall behind in math (and other subjects that use math) and begin to loose confidence. All because they did not memorize the times tables!

Knowing your multiplication facts is helpful not only in academics; we frequently use multiplication in our daily lives. We might need it when doubling a recipe, determining a discount at a store or figuring out our expected arrival time when traveling. Math calculations are subconscious elements in work, play and daily chores. Knowing the times tables can help simple tasks to be performed rapidly and save time and stress.

2. Why can't they just use a calculator?

Calculators are great tools for figuring out complex calculations. However, using a calculator takes much longer for simple facts and can result in keying errors. Students who rely on calculators are also weak in estimating skills and are unaware of wrong answers that occur from keying mistakes. Furthermore, calculators are not allowed in many tests and admission exams.

3. What is more important understanding or memorization and how can I help with both?

It's not one or the other, it's both. A child must understand and memorize the facts. Early on, a student needs to understand what multiplication is - the grouping of sets, repeated addition, a faster way of adding. Show them this with an assortment of manipulatives, by skip counting and by using arrays. As they master the basics, expand upon this concept by creating interesting word problems. Allow them to discover the patterns in the numbers by exploring a 100s chart, skip-counting tables and the times table chart. This is the time that they can discover multiplication strategies. However, there eventually comes a time when we need to highlight the importance of rapid recall. Students need to know that they should recall the answer instantaneously. Demonstrate the speed of this by having them quiz you and by practicing together.

Memorizing can be facilitated by concentrating, rehearsal and memorization techniques. Remember to focus your limited time on the facts that need to be learned. By removing the facts they already know and by learning the reciprocal facts together (i.e., 6x7 and 7x6), there are surprisingly few left to memorize. Review all facts occasionally to make sure they have been retained in long-term memory. Music, stories and visual associations can help with retention.

In some cases, an inability to memorize may suggest learning difficulties. If your child is consistently having trouble memorizing math facts or other elements of learning, it's a good idea to research learning challenges or disabilities and seek medical advice. Negative emotions such as anxiety, stress and conflict can also reduce learning outcomes and even prevent new information from being memorized. Encourage and support your child rather than getting frustrated and angry when they have difficulty. Remove distractions and create a comfortable and pleasant learning environment. Involve your child in choosing his or her own practice schedule.

The boring task of memorization can be made more fun through music, games and activities that reinforce repetition of the math facts. Working with your child to complete this goal can be a bonding time as you play games and sing songs. You will also have the opportunity to help them learn the important life skills of memorization and goal setting.

Have fun together in this process. It's always a good review and opportunity for the whole family to exercise their brains. Even if 144 facts is a gross - memorization need not be gross!

How Parents Can Help Their Child Memorize the Times Tables

Make sure there is understanding.
Explain why it is important.
Demonstrate what fast recall is.
Be interested in math yourself.
Find out what facts they already know.
Involve your child in the goal setting process.
Focus primarily on the facts they need to learn.
Use a chart to monitor progress.
Provide encouragement along the way.
Spend quality time together practicing.
Acknowledge their success.
And most importantly: Have fun!

Multiplication Games on the Web

There are many resources for free math games on the web.  Multiplication.com is a great site with a variety of fun games.

Your child may also use their username and password to sign into ConnectEd MyMath.  From there they can select games and practice multiplication using the games available for chapters 4-8.

Multiplication Songs

Here are just a few songs available on YouTube.  These are fairly basic but provide excellent practice.  There are many other options available if you prefer to search for others.

One's Times Tables

Two's Times Tables

Three's Times Tables

Four Times Tables

Five Times Tables

Six Times Tables

Seven Times Tables

Eight Times Tables

Nine Times Tables

Ten Times Tables

Eleven Times Tables

Twelve Times Tables

Follow the Drinking Gourd: A Boonshoft Museum Fieldtrip

On Friday, February 13, third graders from HSA-DE had the privilege of visiting the Boonshoft Museum of Discovery for a FREE field trip thank to Target.  Ms. Amstutz wrote and was awarded a Target Field Trip grant so that her students could learn more about how slaves used stars and songs to help them migrate north on the Underground Railroad.

Students were introduced to the story Follow the Drinking Gourd at the beginning of our "Cause and Effect" Interdisciplinary Unit.  The slave's fight for freedom anchored this unit as a hook for student engagement about citizenship's participation in government.  You can enjoy the story below:

Once we arrived at the Boonshoft Museum, students were walked to the planetarium to learn more about the stars and the slave's journey northward.  For most students, this was their first planetarium experience.

As the show began, students got a glimpse of the amazing planets in our solar system which are some of the first lights we see in the night sky.

From there, we began to "Follow the Drinking Gourd".

 

As the song played, students clapped along, thoroughly enjoying the story...

From there, we learned how the Underground Railroad was active in our very own state and even areas around Dayton:

After we learned about the Underground Railroad and how the song "Follow the Drinking Gourd" helped slaves migrate northward by giving them clues in the stars and hinting at landforms and landmarks along the way, we learned more about stars.  We learned that the "drinking gourd" is actually the Big Dipper.

The Little Dipper is part of another constellation called "Ursa Minor"
or the Smaller Bear.

The Big Dipper is part of the constellation Ursa Major or Large Bear.

We also learned about the constellations Orion and Taurus:

Finally, our planetarium presentation took us on to up-close view of the planet Saturn:

We were then treated to a roller coaster ride in outer space as the grand finale of our program.  Just listen to the students laugh, giggle, and scream!  So much fun!

After our planetarium program ended, students were able to explore the museum exhibits.

Marion, Ra'Jhay, Cayla, Adriana, Jayda, Karissa, James,
and Abubakr learned about desert ecosystems.

Abubakr and Adriana met a burrowing owl.

James, Marion, Abubakr, Karissa, Ra'Jhay and Adriana spent some time
working on the truck.

An Interdisciplinary Investigation of Freedom: Cause and Effect Relationships in Social Studies

Third graders at HSA-DE kicked off the third Interdisciplinary Unit of Study, "Cause and Effect", with an investigation of government.    As part of this investigation, students began the unit exploring the concept of freedom.  Students were shown paintings by William H. Johnson to get them thinking about freedom and how citizens can participate in social change.

The first painting shown to students was titled "Underground Railroad."

The heroes of the Underground Railroad—both black and white—are celebrated in this painting. The Underground Railroad was not a real railroad, but a secret route used by slaves to escape to freedom during the nineteenth century. Slaves used many means to escape. Some fled at night through the woods on foot or horseback, others moved from house to house hiding in cellars, while others traveled in boats, wagons, even trains. Many brave men and women sneaked into slave territory to guide runaways out of bondage. The most famous—Harriet Tubman—is probably represented in this painting as the black woman with the white headdress.  In 1945 and 1946, Johnson began a series of paintings depicting famous men and women in African American history—Nat Turner, Frederick Douglass, John Brown, Harriet Tubman, and others who struggled for racial equality in America.Underground Railroad is among these history paintings that Johnson called his "Fighters for Freedom." These paintings express colorful images created in a sign-like manner.

When asked by a critic why he had moved in this more narrative, two-dimensional, and documentary direction, he replied:

It was not a change but a development. In all my years of painting, I have had one absorbing and inspiring idea, and have worked towards it with unyielding zeal: to give—in simple and stark form—the story of the Negro as he has existed.

As we examined this painting, students were asked to identify three methods depicted in the painting that slaves used to escape.

Next, students were shown another painting by Johnson called "Soldiers' Morning Bath".  

Following Japan's surprise attack on Pearl Harbor on December 7, 1941, Johnson began to explore the role of African American recruits in the war effort. Johnson, along with over one thousand fellow American painters and graphic artists, responded to a call by the U.S. Office of Emergency Management for art that could "inform the public about war and defense activities." Johnson's paintings—images of black soldiers engaged in infantry training, ammunition drills, actual battle, and war-related support services—rise above the standard war imagery, if only because they refer to the segregationist policies of the U.S. military. For example, in a work called K.P., Johnson commented on the demeaning chores often assigned to black enlisted men. Johnson did not create blatant, visual propaganda, however, to protest injustice. He frequently captured the humorous aspects of war. In Soldiers' Morning Bath, eight underwear-clad soldiers walk single file into a makeshift bathing facility. Johnson pokes honest fun at the army's regimentation and discipline.

Following the viewing and discussions about these paintings, students considered how African Americans have been fighting for freedoms for themselves and for America throughout history.  Students were then given an assignment to research famous African Americans or other important freedom fighters.  Students created posters to demonstrate their learning.  Here are just a few examples: 

Darren researched Martin Luther King, Jr.

Da'Marieon researched Abraham Lincoln.

Angel researched Jackie Robinson.

Sharnetta researched Coretta Scott King.

Following this, third graders spent some time exploring another famous painter, Norman Rockwell.  Students watched a prezi about Norman Rockwell with a particular focus on his Four Freedoms paintings.

Top left:  Freedom of Speech; Top right:  Freedom of Worship
Bottom left:  Freedom from Fear; Bottom right:  Freedom from Want

Students discussed how each painting represented its title and how the paintings were connected to the freedoms granted us in the Bill of Rights.  We discussed how citizens played a role in the creation of those freedoms as part of our Constitution and how they are still relevant today.  Afterwards, students worked in groups to generate ideas for a "fifth freedom".  Students were asked "If Norman Rockwell was to create a new painting for a fifth freedom today, what freedoms would you like considered?"  Some student ideas included freedom from bullying, freedom of privacy, freedom of education, and freedom from fighting.  Students then created a Saturday Evening Post magazine cover similar to those in which Norman Rockwell's paintings appeared.

Jayda's "Freedom to be Kind"

Lavon's "Freedom from Bullying"

Finally, studied the branches of government and how laws are made.  As part of this investigation, students wrote letters to the President to request that he initiate a bill for the creation of their chosen freedom.  This helped students to understand the role of a citizen in making changes.

Khadijah's letter to the President.