# Multiplication and how you tackle it

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**What about TouchMath? Sounds like he may be a tactile learner and TouchMath may be the perfect program for him. ;-)**

Quoting mem82:Cole is still fairly a *toucher* but I don't know. Cole has to know it in his mind before anything else. If the picture/word/ cue I present to him doesn't make sense he doesn't want anything to do with it before we even begin. sometimes that means seeing it, sometimes that means hearing it, and a lot of the time it means touching it but not always.

**SandyKCM.S. Instructional Design, Veteran Homeschooling Mom of "Light of My Life" Boys, Special Education Advocate, Author, Academic Achievement Consultant**

We did not stop all other math while we concentrated on multiplication. We used multiplication in other areas in math. For time: when the minute hand comes to a number we can multiply that number by 5 to get the number of minutes: When the minute hand touches the 1, we say 5*1=5 so it is 5 minutes past the hour. When the minute hand touches the 6 we can say that 5*6=30 so we know that it is 30 minutes past the hour.

We can use the 5 tables and 10 tables to say that if we have 5 nickels 5*5=25 so 5 nickels is 25 cents.

We can use the 7 tables for days and weeks.

We can use the 4 tables and 2 tables for quarts to gallons and pints to quarts respectvely. And 8 tables for pints to gallons.

Use the 6 tables for minutes to hours (this helps show them what to do with that 0 at the end of 60 and how it is a place-holder.

Use the 3 tables for teaspoons to tablespoons.

I treat "fact memorization and practice" separately from "math concepts." With multiplication I actually had my son memorize the "hard" ones first -- like 6x7, 8x7 and 3x8 -- facts that can't be figured out by patterns and that people normally have trouble with. I use flashcards for maybe 5 minutes a day gradually adding to the list of memorized facts. Then we started working on easy patterns (0s, 1s, 2s, 10s) and the more difficult patterns (5s, 9s, doubles) adding those to the flashcard pile. That leaves a lot fewer facts left to memorize at the end -- which we're now working on -- to memorize to "complete" the times tables. We learned about the WHY of multiplication separately, and thus, for example, while he hasn't solidly memorized all his 4s yet, he understands that you can add or subtract from what he does know to find the answer. I should also add that as part of abacus training he states the entire times tables each day, which also helps when it comes to out of sequence memorization and recognition of patterns.

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- KickButtMama

on Jan. 19, 2014 at 10:56 PMMy youngest is the same. That's why we started using the calculator. He could learn the concepts without the stress of answers. I know some people say to learn to do it in your head first, then learn the calculator. But the stress of not knowing the answer would get in the way, so we did it in reverse, and he still learned to remember since it's faster to remember than to type :) but the calculator also gives his hands something to do since he's the type who needs to learn with his hands busy.