# Teaching kids multiplication effectively

When preparing to teach multiplication, you may find yourself more perplexed than your pupils. Teaching multiplication, on the other hand, does not have to be complicated. It only demands that you break it down into manageable chunks. Here is a strategy for teaching multiplication that will instill confidence in your kids while also providing you with some simple lesson ideas.

## Tangible things in multiplication

Multiplication becomes a hands-on topic when countable manipulatives are used. Any modest token will suffice (buttons, blobs of modeling clay, cutouts, bottle caps).

Let’s pretend you’re dealing with the sum of three and four. Create three clearly distinct blocks of four using your manipulatives by drawing three circles around them or arranging them in three different boxes. A graphic representation of the underlying formula for each multiplication question: x lots of a given number y equals a total number z

Maintaining the 3 x 4 format, instruct students to arrange their manipulatives into three rows, each holding four items. This structure is referred to as an array. Students may then count them up in sequence to find that the three rows of four add up to eight – not six, as they would expect based on an additional problem with the same numbers as in the preceding problem.

## Multiplication wrt addition

Starting with memorization is not a good idea. Students often fail to remember multiplication facts on the first attempt. And this may lead to a dread of the multiplication table in certain students. The easiest method to begin teaching multiplication is to establish a connection between the notion and addition — an operation with which your pupils should be already familiar. Check that your children understand the first pillar of multiplication, which is that it is just repeated addition, before going on.

## Starting with easier numbers

Remember that your children should now understand that multiplication may be thought of as repeated addition, just as they did before. They should have taken the time to multiply integers by zero and one as well if they had the opportunity. Students should comprehend how the zero property. And the identity property function, even if they are not aware with the technical jargon used in mathematics.

## Commutative multiplication

Multiplication, like addition, is commutative, which means that the order of the elements has no effect on the final result. In another way of putting it, any two numbers may be multiplied in any sequence. And the result will be the same. For instance, multiplying 8 by 2 will get the same result as multiplying 2 by 8. When you express this well, your pupils will be encouraged.

Students should be aware that each answer repeats. Resulting in just half of the remaining tables needing to be in memory. Explain, for instance, why knowing 3 x 6 is the same as learning 6 x 3!

Suppose pupils have previously mastered the fact families of 0-3. Then they should additionally be familiar with four numbers from 4-10 in each of their fact families. Using a visual model such as the one above and pointing out yellow blocks organization can help to emphasize the commutative feature further.