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Multiplication, the easy way
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Multiplication requires innovative methods to make this number operation comprehensive to young minds, says ANAND NAIR.
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CHILDREN DO not take to multiplication or the learning of tables as a must-do activity unless teachers and parents are insistent and create constructive routines.
A few incentives like a big hug from a parent, a trip to the park, a stick-on star on the exercise book are easy really to motivate children.
To help the process along, here are a few activities:
Matching cards - Cut out some cards or paper, about 12cm by 5cm. Write, say 3 x 3, on one card, 5 x 5 on another. Make two answer cards, in this case 9 and 25. Let children match answers to questions. This can be done with about five multiplications at a time for optimum effect.
Ask questions such as:
`Give two numbers which will multiply to give 24.'
Use the class shop if there is one to do simulations of buying:
`One bun costs 5 paise. How much will 4 cost?'
Encourage children to look for number patterns in the table:
The 10 times tables always ends in 0.The 5 times ends in 0 and 5 alternately
The 2 times ends in even numbers ...
Extend the tables to 3 times, 4 times and 6 times only after 2, 5 and 10 are well learned. Then proceed to 7 and eight and gradually to 12 (at least) by year 6.
As you proceed to larger numbers it is inevitable that you encounter the need to convert units into 10s, 10s into 100s etc. To start with use problems in which the answers will not go beyond 10s. (This is work suitable for year 3) Revise place value thoroughly before you start this work. The work itself should be set out as follows:
It is best to use larger numbers, which will require 100s in the answer only in year 4 and thereafter.
Again, in the early stages the work should be set out carefully showing what exactly is happening, whether the digit being multiplied is a hundred or a ten or a one.
Long multiplication is yet another learning stage and is best attempted in year four, five and six. This should be done slowly with each step carefully explained to the pupil.
Pupils should be allowed to ask questions until the teacher or parent is sure that the pupil understands every step in the process.
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