REMEMBER?

THE PROBLEM...

• Students begin learning facts in 3rd grade.
• We teach facts as tho they have never seen them before.
• They go to 5th grade.
• Their teachers complain they don't know their facts.
• The 4th grade teachers insist they were taught and learned.

WHAT WE DO (DID)...

• We teach arrays using models
• We then start with 2s
• They study flash cards
• They have 3 practice tests then a final test
• If they pass final, move to next number

MOTIVATION

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WE ALSO...

• Start giving them a partially filled in multiplication table
• Teach them the "patterns" and practice facts
• Start giving them a blank chart to fill in
• We give them graph paper to make their own chart
• We use that as a timed test

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ALL SOUNDS GOOD, RIGHT?

• Even tho learned in isolation they cannot recall facts
• They memorized the "pattern" of the chart
• EVERYTHING we do past this point is multiplication
• Time for a change of plans....

THIS IS WHAT WE DID

WE MIXED IT UP!

• Started giving 5 minute timed tests
• Every test had 100 problems
• Used a different test every day
• Had 10 different tests
• Checked together every day

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BUT MOST OF ALL

WHAT WE FOUND

• We relaxed, they relaxed
• They didn't have a pattern to rely on
• Even our low babies were becoming fluent
• They liked having a new daily challenge
• They no longer required five whole minutes

WE CHANGED IT UP A LITTLE MORE

WHAT DO YOU NOTICE ABOUT THE NUMBERS?

WHAT WE DO NOW

• We do a timed test daily
• Monday, Tuesday, Thursday and Friday are 5 Minute Frenzy days
• Wednesdays they use a blank piece of graph paper
• They rarely make computation mistakes because they know the facts

When We Started Multiplication

Where We Are Now

Resources

• Multiplication Sweets by Rachael Parlett via www.teacherspayteachers.com
• All drill sheets via www.math-drills.com
• Blank multiplication chart via www.superteacherworksheets.com
• All other resources created by Lawna Greene