Accelerated Learning in Exploratory Study
BF of all Multiplication
Assume:

Children have already explored 2s, 5s & 10.
Target Students:
Children who are unable to recall multiplication facts apart from 2s, 5s & 10s.
Focus:
To help children develop instant recall of all multiplication basic facts.
Suggested Approach
A small group (6 max) session with 15 minutes of teaching and 10 practice of memory
skills. This programme is over and able classroom mathematics time.
Children are identified through NumPA – all strategies and knowledge domain information
provided.
Theoretical underpinnings

Alex Neill – strategisation to memorisation

Van de Walle, J. & Lovin, L. (2006) “Teaching student-centered mathematics, grade
3-5” (p.74-99)

Hughes, P. (2005). Teaching basic addition facts – leading to part whole thinking.
Diagnostic Assessment
Teachers will use GLoSS or NumPA to establish group.
7 x 9 = _____
8 x 4 = _____
___ x 6 = 42
3 x ___ = 21
Notice: Teachers to look at children answering questions within 3 sec (instant)
Initial and final data collected and recorded.
On-going information collection:

Expert Teacher to keep journal or what works, challenges faced, adjustments
made.
 Modelling book
 Photos/video clip of children completing tasks
Programme structure
 Structure - students will receive small group teaching over and above
mathematics classroom teaching
 Personnel – AP/AD or 0.2 specialist teacher to take group
 Role of teacher – to prepare and support key ideas being developed,
discussion and monitoring of student progress, communicate to parents, family
and whanau
 Time – 20 minutes daily for ten sessions (two weeks)
 Size of group – maximum six
 Location – withdrawal space

Lesson structure
Each teaching session will have two aspects – one will be the 10 minutes of teaching
followed by 10 minutes of memory development activity.
Key ideas being developed?
Teaching
1 Teach Commutative Properties
Use children as numbers to create 3
lines of 4 and then discuss whether they
would need more, less or same amount
of people when they create 4 lines of 3?
Identify if children understand:

the amount is the same

the picture looks different

more columns verse more Rows
Take photo to discuss how shape has
changed and discuss whether more, less
or same number of people were used.
Children need to be able to justify their
position – prove it – teacher to ensure
Memory Development activities
The below activities can be explored
during any of the teaching steps.
Through visualisation tasks children can
practice:
Make the multiplication fact using multilink
cubes, arrays
Get children to work in buddies to develop 5
x 6 eg Child A makes the array and shows it
quickly to Child B, who then has to make the
array in a different way using same number
of Counters, Bears etc.
Teacher - Children are starting to develop an
understanding between picture and
equation, word and image,
Use fruits in schools to create 3 x 4 and 4 x3
Mix and Match
children understand that size is the
same but the column/row changes.
Support concept with Arrays or Happy
Hundreds, multilink cubes, people, any
objects (fruit of the day)
Revisit:
4 + 4+ 4 = 3 x 4
2. Deriving from known 2, 5 & 10
timetable facts to learn 6, 7, 8 and 9
timetables.
Three groups of four
4 + 4+ 4 = 3 (4)
Identify facts needed
12
6x6
3x4
6x7
Equipment – Cards with pictures, memory
cards, snap.
6x8
6x9
7x7
7x8
7x9
8x8
8x9
9x9
Teacher to use derivative to develop
and investigate multiplication facts for
6, 7, 8 and 9
What do we know about the 6 timetable
table already
Motivation:
Use multiplication grid to identify all the
facts that children already know using the
commutative properties. Discuss how what
they know in one timetable can help
eliminate the facts in other timetable. Viv
Morrisons grid ‘strategies to teach
timetables’.
Element of competition – give timeframe to
learn certain facts and play speed games.
Reward quickness and success
Multiplication grid game (ecopy in pack)
Opportunity for rote learning facts – identify
the known facts and learn the unknown. In
groups of 3 at a time. Display facts on wall
and get children to practice.
Chanting and master saying facts out loud.
Then in order. For memory not from the
chart. Forwards then backwards then out of
order.
Eg
Writing facts
1 x 6 = ____ so
Games eg around the world
Identify what children really need to
learn in multiplication through below
task.
Any basic facts x games
Now using timetables they know work
out 6timestables by following the below
steps;
Squeezie box
Folded paper facts - -------
Children create multiplication word
problems that other children can do.
The only one that is confusing is 6 x 7 so
we could link to 7 x 6 is one groups of 6
more than 6 x 6
Equipment
3. Also develop the concept of doubling
through emphasising to children the
relationship between 2, 4, 8 and 3, 6
and treble to 3 and 9.
Teacher to record timetables like they
would generally (eg table below)
Equipment : Abacus, fly flips, counting
sticks,
1x6=6
2 x 6 = 12
3 x 6 = 18
3 x 6 doubled is the
same as 6 x 6
2 x 6 doubled is the
same as 4 x 6
4 x 6 = 24
5 x 6 = 30
6 x 6 = 36
7 x 6 = 42
8 x 6 = 48
3 x 6 doubled is the
4 x 6 doubled is the
same as 8 x 6
Issues/Checklists/things to note:
Make explicit links to why facts are important to learn and what the
purpose is.
Teacher to explore Commutative Properties and it means – children need to
understand that multiplication can be learnt in pairs eg 3 x 4 = ___ has a pair which
is 4 x 3=____. 3 x 4 = 4 x 3 have the same result but looks different. Be aware that
children may start using this concept with division and relating to family facts.
Classroom teacher to reinforce withdrawal group with teaching sessions on Book
6 – Turn About that deals with commutative properties and Fly flip - Deriving
unknown facts Lesson.
Make sure that when we are working in sets, children can see the sets and it is
within a frame (SKEMP concept)
Reflection/ Plenary – check point to identify next learning steps.
Develop home/school partnership through follow up tasks. Kits to practice with
tasks in plan.
Please ensure that you use these key language:
Multiples, product, sum, idea of turn around, commutative, deriving means,
compensation.