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Home : 2007 : Dec : 15

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    By eliza4one

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    When you say 2nd set of facts, do you mean the 0's, 1's, 10's?

    What comes after that set?

    I teach in an area where parents demand that their children succeed, so memorizing the facts is just expected (in fact, I already have some in my class working on mastering their division facts).

    Here are little things I do:

    -Start with the 0's and 1's. Then the 10's and 11's, then the 2's and 5's. Then the 9's (because of the trick that goes with the 9's). Then the 3's, 4's, 6's, 7's, 8's. I want them to know as many as possible BEFORE they get to the more difficult ones (because of fact families)

    -set up a chart/schedule---week by week basis, that lets kids and parents know that by X date, they need to have this set memorized.
    This goes home to hang on the fridge and a copy stays at school in their 'rocket math folder'. The parents know that their child's math homework for that week is to practice and memorize that set of facts.

    -I do allow longer for the more difficult facts (6, 7, 8). 2 weeks is usually sufficient.

    -I set up a different schedule, depending upon my high/quick learners, and my low/slow learners.

    -Each time someone passes a set of facts, I announce it and we clap for them. Also, I physically mark off that set of facts on their chart. They really like seeing them marked off---how far they have come, and how far they have to go. If/when I have the time, I also send home a little certificate in Thursday folders, telling the parents that their child passed.

    -Give them as many memorization hints as I can. Rhyming ones, etc.
    6 x 8 went on a date, they came back with 48. 7 x 8 = 56 is the ONLY fact where all 4 numbers in the equation can be put in sequential order. ANY thing I can think of to help them remember. (There are ALOT of rhyming ones).

    -Physically show them, on the overhead, using a mult. chart/table, that once they learn the 7 easy sets (0,1,2,5,9,10,11), they have learned OVER half their mult. facts. Which means they know some for the other facts (because of fact families). When they see how few they really have left to memorize, they realize it isn't that hard.

    -When they get to the 6, 7, 8's, I make up a few pages with specific facts on it. Here are the hardest facts for kids to learn (I have found):

    6 x 7 6 x 8 7 x 8

    So, I have kids spend 2 (or more) of their rocket math days working on sheets with JUST those 3 facts on them. Once they do this, plus they know the tricks/riddles above, they learn these 3 fairly fast. I then have them go back to practice the entire set of 6's, 7's, 8's.

    -Do rocket math daily-5 min. in class. THEY chart their weekly progress in graph form. Again, seeing this progress is a motivator.

    I haven't even officially begun mult. yet, even though over half my class is on mult. in rocket math, and 2 are on division. The other 1/2
    I will begin in January. From Jan. to May, that group with work solely on mult. facts during rocket math. The others that pass, move onto division, division w/remainders, multi-digit multiplication. I haven't had a group yet (other than SPED), who haven't been able to master all facts in that 5 month period.

    When kids see that they will get to move onto division, etc. it motivates them, too.

    Officially in 3rd grade here, we don't even have to begin division---so knowing they are doing '4th grade' work in 3rd motivates them, too.

    Hope this helps.

    View the original thread this idea was posted on

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