Multiplication Chart In Middle School Or High School

 

Before COVID hit, I would have told you that students needed to have their multiplication tables memorized since we know it makes it easier for them to solve problems and learn the more complex problems but this year, I am teaching middle school students who have not had any real math since COVID hit.  The district switched to a pseudo block schedule so they only had to offer one semester of math for a year of credit but students still didn't get the full amount due to school having to go virtual every semester.

Since most of my students do not know their multiplication tables, I let them use a multiplication chart/table so they can look it up. I could let them use a calculator but the calculator does all the work and they have no way to connect factors with the final product.  I decided if they had to look factors up on a table, they would begin to see relationships between numbers and perhaps even connect skip counting with multiplication. 

Since we are working with fractions, I've also been teaching them to use the tables to learn to reduce fractions so they don't have to remember all the rules of divisibility. The thing about the rules of divisibility is simply that most students never learn them and as a teacher, I don't remember all the rules.  I tend to only remember 2, 3, 5, 6, and 10.  In addition, this also helps them learn about division and its relationship to multiplication.  It builds connections which helps 

Furthermore, making them use a multiplication chart/table means they are being exposed to it.  I remember hearing that when students practice something for 21 days, they will learn it, so I am hoping that as they use the charts every day, they will learn more multiplication facts by the time the semester is over.  When they use the charts to learn by practicing, they do not learn the facts by rote in order from one times one to twelve times twelve. 

Most students are really good at memorizing the first half of their facts from one times one to six times six but they don't always remember the larger ones like eight times nine. When they are exposed to all the facts in no particular order, I think they will know them better and they won't have to go through the facts to get to the one they want.

I honestly don't know how well this will work but what I do know is the students who have struggled with multiplication are spending actual time learning the process of finding common denominators, reducing fractions, changing from mixed numbers to improper fractions and back.  They are learning to read the tables/charts, becoming more familiar with those charts and spend more time doing the work.  I have seen students who began the semester exhibiting avoidance behaviors so they'd do no work to doing the problems using a whiteboard and marker while completing the assignment.

Due to COVID, students are getting behind and we have to adjust our thinking to giving students the tools they need to do the work while filling in the gaps in their learning.  This allows them to move forward and succeed.  I'd love to hear what you think about this.  Have a great day.