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.

Overcoming Obstacles in a Positive Way

The high stakes testing environment's biggest victims are our third graders.  At least in my opinion.  In third grade, they experience their first year of state standardized tests, and in Ohio, they are told that if they do not meet a certain score, they do not pass the Third Grade Reading Guarantee and will be retained in third grade.  Of course there are more technical details to this so-called Third Grade Reading Guarantee, but the bottom line is that our third graders are under a tremendous amount of stress, particularly those who entered third grade one to two years behind grade level in reading to begin with.

As a third grade teacher, I am stressed.  But, I still say that the biggest victims of this are the children.  When I started off this academic year, I put in front of my students their first reading passage and series of questions, and staring back at me were 25 frightened faces who, in that moment, were very afraid of what third grade was going to be like.  From that point on, I knew that I had to prop each one of them up and double up my efforts (that had already been tripled) to teach them how to handle this year with the right attitude.

Let's face it.  It is unfair.  Eight and nine year-old should not have "their entire future" based on one test.  My particular class of students is more than just a classroom, it is a family.  These kids are CLOSE!  I, as their teacher, think over and over daily, who among them could be missing from this group as they move on to fourth grade next year with a reason for that, that they did not meet the cut score of the reading guarantee.  That evil thought lights a fire in me to make sure that does not happen.  These kids are CLOSE!  Not one of them will be left behind...even if it takes me until August to make sure of it.

I have seen my students' anguish on their faces.  I have seen my students cripple under stress as they rub their brow, bury their heads, moan, wring their hands, and bluntly refuse to create goals.  I have held my students and rubbed their backs when they cry.  So, what is a teacher to do with all of this madness?

For one thing, I lead by example.

I am asking them daily to answer questions with evidence.  I want text specific evidence on reading comprehension questions.  I want "work" shown and written explanations on math problems.  I show them the EVIDENCE of why they should believe in themselves.  I keep tons of data and I make sure I am up to date on my information.  I show them where they are and where they need to be so that they can see proof of how good they are becoming and how much they have grown.

Secondly, I help them to lay a good foundation.  We focus on P.R.I.D.E. in room 177.  We need to show that we are proud students by doing our best and neat work on all assignments.  We show that we are responsible students by coming to school prepared with all supplies and homework complete.  We are independent learners in that we attempt to use our strategies to solve problems before asking for help.  We are dedicated students in that we remain on task and do not disrupt others learning. And, with all of those things combined, we can become educated students.  We know that when any one of those five elements is broken that we become LAZY.

Additionally, we work on the keys for success.  One of my "go to"  Ms. A-isms is "attitude is the most important key to success."  I have even gone so far as to show my students the following infographic:

It is simple...do the math.  We need to have a LOT of hard work.  This is definitely important for my third graders.  They are given challenge after challenge.  I ask them to struggle so much.  Through this struggle and through our phenomenal interdisciplinary units, students have the opportunities to gain knowledge.  If we are lucky, we can add a little bit of love of learning.  But, it is our ATTITUDE that will get us up to 100%.  Each one of us is in the classroom experiencing the same thing each and every day.  Twenty-five students and one teacher.  Some students can begrudgingly take on their academic day while others can embrace it.  In the end, the one who will be more successful will be the one who embraced it with a positive attitude.  Same lesson, same experience, same teacher, same activity, same opportunity...different attitude, different outcome.

Another thing I do to help my students overcome their stress is HAVE FUN!  They are not the only ones stressed in the classroom.  As their teacher, I feel stressed as well, but in addition to my own personal stress, I carry their stress on my shoulders as well.  These children are mine to teach and protect, to nurture and grow for one year.  I can't have them hammered by the burden of "this test".  So, when I feel the pressure or when I see their woebegone faces, I do something contraindicated--the opposite of what is expected.  Normally under pressure, we start to boil or explode.  To rant or yell.  I try to not let that happen often.  My little contraindicated "moves" are never planned.  I am not sure how they come to mind, but they always get my students giggling and usually keep learning right on task.

Here is an example:

One student is "one tough cookie" for me and I have a hard time getting her to complete assignments and answer questions in class...even the "easy ones."  Last week, when working on repeated subtraction as it is related to division, I asked her to answer "4-2=?".  Three minutes later and after watching her make her squirlly faces as if she is really trying hard to figure this "tough" question out, the rest of the class was starting to get antsy.  So, it was "do or die" time for me... I wanted HER to answer so all of a sudden I start singing (a' la the "Maniac" song from the Flashdance movie) "she's a maniac, maniac at MAAAATHHHH!  She's a maniac, maniac, at MAAATTTTTHHH!  And she's subtracting like she's never done before!"  The class erupts in giggles and the student responds, "Two.  You didn't have to embarass yourself singing you know."  And the lesson continued.

Today, I saw this roll across my Facebook newsfeed and I thought I would share it with you.  It really gets in the spirit of what I am trying to accomplish with my students.  Even in the midst of negativity and negative experiences, we can #MakeItHappy.  

Kid President does such a wonderful job of reminding us to be positive.  Our life experiences from home, school, work (for us grown-ups) can pound us with negativity.  There are days that we want to curl up and quit trying.  We get tired of struggle.  We wish things were easier.  A gentle reminder of the OPPORTUNITY for GROWTH that we have when we are presented with STRUGGLE turns the negative into a POSITIVE. We always feel PROUD after accomplishing a difficult task rather than an easy task.  STRUGGLE leads us to good things.  We just need to #MakeItHappy.

Why Use a Data Wall? Third Grade NWEA MAP Data Revealed

Each year, students take NWEA MAP tests in the Fall, Winter, and Spring.  These tests are used to show where students are ready for instruction (RIT score).  Teachers use the information gathered from these tests for a variety of reasons throughout the year.  But, Ms. A wondered, "Do the students know what these tests are for?" and "Do the students know where they should be performing?"

So, this year, Ms. A created data folders for each student in her homeroom so that students could track their progress throughout the year.  Lines were drawn across the bar graphs to indicate the cut scores for each performance level in reading and math so that students would know what score they needed to reach to be considered proficient, accelerated, or advanced.

Bar graphs were shaded in with the previous spring's results and students were conferenced with prior to the Fall testing to establish a goal.  The result... students met or exceeded their goal.  The class data was then used to create a Data Wall.  Student created owls were numbered according to our classroom numbering system (to protect student privacy).  Owls were placed in RIT band baskets that indicated the performance range in which their score fell.

On NWEA MAP Reading, of 25 students, 1 student performed at an Accelerated level, one student performed at a
Proficient level, 6 students scored at the Third Grade Reading Guarantee Level and all remaining students scored either
Limited or Basic during Fall 2014 testing.

Each month, students set S.M.A.R.T. Goals (see earlier blog post) for reading, math, and behavior.  These goals are designed to create an action plan to help them reach their growth target for the next assessment period.  Throughout the year, references are made to our Data Wall about the kinds and types of student behaviors that will help us to reach our goals and get our owls to the nests in which we would like to be.

When speaking with students, students admit that third grade is very difficult.  They understand that they are challenged this year more than other years but that "the growth happens in the struggle".  One of the most difficult things about third grade is that when a student enters third grade reading 1-2 years behind grade level, we have the Third Grade Reading Guarantee to worry about.  This means that we cannot simply consider growing academically one year.  We often have to grow 1-2 years (and sometimes even more) otherwise, the threat of retention becomes a reality.

This Winter, students took the NWEA MAP assessments following Winter Break.  Again, prior to testing, Ms. Amstutz conferenced with students, students established S.M.A.R.T. goals, and students established testing goals.  Perhaps the most important goal we have is to "be willing to struggle".  It was explained to students that the MAP test is designed to get more difficult as they answer questions correctly.  So, that it is getting hard is a GOOD thing!  This is when they have to be willing to struggle.  This is where they can show how good they really are!  Often, students don't want to sit and read the longer passages, particularly when reading is difficult.  But, with the motivation to reach those goals, now they understand that they have to have an internal willingness to struggle and grow.

And, the results were....OUTSTANDING!

On the Winter 2015 NWEA MAP testing 5 students scored Accelerated, 6 students scored Proficient, and 4 students scored
at the Third Grade Reading Guarantee cut.  Four other students were within 6 points of the Third Grade Reading Guarantee
cut score while the rest were not far behind that.

Over 75% of third graders met or exceeded their mid-year reading growth targets.  Several  even met or exceeded their end of year growth targets!  Perhaps one of the biggest accomplishments of the class is "closing the gap".  At the beginning of the year, our classroom average was 12.4 points behind the national average.  As of the Winter testing, our classroom average is only 7.4 points behind the national average.  This means that not only have we grown as we are expected to grow, we have shaved 5.0 points off of the gap in reading!

Student response to using the Data Folders and the Data Wall has been overwhelmingly positive.  They now more fully understand where they are supposed to be and why they should put effort into THEMSELVES!  Over and over again, students say that they do not want things to be difficult for ever.  They understand that if they put a little bit of struggle in for a little while, it will eventually get easier.  They understand that it feels good to do good.  They understand that the feeling of "I am proud of myself" is the best feeling in the world!  They understand that it is important to be the BEST ONE DONE and not the first one done!  They understand that whatever their name is on is a reflection of them and that they have to make it good!

New to our Data Wall for the second quarter is a focus on NWEA MAP math.  Let's see how we can make our math scores soar to new heights as well!

NWEA MAP Math Data Wall by RIT Band

Integrating the Arts into the IUs

Connecting the Arts to the Interdisciplinary Units

This year, Concept Schools, through the new K-3 director Jennifer Sajovec, introduced interdisciplinary units.  As explained in an earlier blog post, interdisciplinary units relate one or more content areas into one unit of study.  The beginning of each unit begins with a lesson hook which has typically focused on at arts connection, making HSA-DE and other Concept Schools more of a STEAM (science, technology, engineering, ARTS, and math) focused school rather than a STEM school (science, technology, engineering, and math).

Taking this one step further, at HSA-DE, the third graders (and other grades) often complete art projects in Ms. Breining's Art class that have a special tie-in with the interdisciplinary units.  One such project was completed that bridged TWO interdisciplinary units.  The Folk Art Landform Zentangles featured in this post connected the theme of pioneer life from the first IU titled Value with the learning of landforms in the second IU titled Interdependence.  Students worked on this project over a period of several weeks.

A Little Bit about Zentangles

The Zentangle Method is an easy-to-learn, relaxing, and fun way to create beautiful images by drawing structured patterns.  A Zentangle is an abstract drawing created using repetitive patterns according to the trademarked Zentangle Method. True Zentangles are always created on 3.5 inch (8.9 cm) square tiles, and they are always done in black ink on white paper. The invention of the Zentangle was intended to make the act of drawing pleasurable, meditative and accessible to all.

Almost anyone can use it to create beautiful images. It increases focus and creativity, provides artistic satisfaction along with an increased sense of personal well being. The Zentangle Method is enjoyed all over this world across a wide range of skills, interests and ages.

To learn how to make a Zentangle, click here.

Folkart

Folk Art is characterized by a naive style, in which traditional rules of proportion and perspective are not employed.  Other terms that overlap with folk art are naïve art, primitive art, popular art, self-taught art, and working-class art/blue-collar art.

Folk art expresses cultural identity by conveying shared community values and aesthetics. It encompasses a range of utilitarian and decorative media, including cloth, wood, paper, clay, metal and more. If traditional materials are inaccessible, new materials are often substituted, resulting in contemporary expressions of traditional folk art forms. Folk art reflects traditional art forms of diverse community groups — ethnic, tribal, religious, occupational, geographical, age- or gender-based — who identify with each other and society at large. Folk artists traditionally learn skills and techniques through apprenticeships in informal community settings, though they may also be formally educated.

Folkart Landform Zentangles

In Ms. Breining's Art class, third graders drew repetitive patterns on landform drawings of hills, mountains, plains, and valleys.  Using watercolor pencils, they colored their Zentangles.  Finally, they added water to create the watercolor painted effect.

Ms. Breining thought that a nice  added component to this project would be for students to create their own home made scratch art.  Originally, it was planned that a piece of this scratch art would be cut and inlaid into the Zentangle.  However, due to student excitement, dedication, and detail to their scratch art pieces, it was decided to leave the scratch art whole and add it as a side piece of art.

Khadijah

Jayda

Sharnetta

Second Quarter Honors

The second quarter of the 2014-15 school year is behind us and with that Horizon Science Academy took some time to recognize students who demonstrated outstanding achievement in academics, character, and citizenship. The following students from third grade were recognized at last week's awards assembly.

Merit Roll

Merit roll is achieved when a student earns an overall GPA between 3.0 and 3.49.  The following third graders achieved the Merit Roll for the first quarter of this school year:

Aaron, Lavon, Darren, Khadijah, TaMya & Abubakr (not pictured).

Honor Roll

Honor Roll is achieved when a student earns a GPA between 3.5 and 3.99.  When placed on the Honor Roll, students receive a McDonald's gift card in addition to their certificate. The following students achieved Honor Roll during the first quarter:

Karissa, Marion, Diamond, Ray'von, Shy'diamond, James, Kaylin, Da'Marieon

Super Honor Roll

Super Honor Roll is achieved when a student obtains a GPA of a perfect 4.0:

Angel, Cayla & Jayda

Special Honors and Awards

Highest Average in Science

Karissa & Kaylin

Highest Average in Social Studies

Da'Marieon, Cayla, & Kaylin

Highest Average in Reading

Angel

Highest Average in Math

Angel

Super Speller

Ray'Von

Most Improved

Math:  Diamond; Behavior: Adriana; Reading:  Jayda; Spelling:  Cayla

Horizon P.R.I.D.E. Award

Kaylin & Shy'Diamond

Citizenship

Angel

Dean's Student  of the Quarter 

Khadijah