Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAN60YQ08098; Tue, 23 Nov 2004 01:00:34 -0500 (EST) Date: Tue, 23 Nov 2004 01:00:34 -0500 (EST) Message-Id: <DMECLAMJGFFFOBCMDJJGMEONCFAA.ngriffis@bellsouth.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Nixon S. Griffis" <ngriffis@bellsouth.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1191] Re: Patterns for multiplication X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2825 Lines: 72 Michele, Thank you for your input. You have given my lots of good pointers. Two questions: How do you determine if your student is an auditory learner? Would you have some examples where you helped your students with memorizing facts by explaining to them the connected missing concepts? Thanks, Nick Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, Florida 33480 561-882-9967 -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of Michele Craig (shellcraig@ix.netcom.com) Sent: Monday, November 22, 2004 5:41 PM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1190] Re: Patterns for multiplication Nick, Often, when students first come to me I give them a multiplication table and have them put a check mark next to the ones that they look up. Consciousness of which facts you are missing often makes an incredible difference in their learning them. I get flash cards at the dollar store and then often give them away to people. You can also download flashcards at www.donnayoung.org. This site is run by a homeschooler and has graph paper and other forms. It also has a good multiplication table I use and both regular flash cards and three sided flash cards. What I realize more and more though is that my students don't just have a problem with memorizing the facts, they can't memorize the facts because they don't really understand the concept. I think too that Family Math has some really good multiplication table patterning as does Myrna Manly's GED Math Problem Solver. Too, I try to find out if they are auditory learners and if so, teach them some version of skip counting as many of us (myself included) learn those darn math facts better this way (for instance, you can sing "3, 6, 9 -- 12, 15, -- 18, 21 -- 24 and 27 -- 30 and you're done" to the tune of Jingle Bells. I know for myself though, those facts just don't stick if I don't use them. It is also really important that they understand the concept so that they have strategies for quickly figuring out those facts they forget (because inevitably, as you discontinue drilling, they will). Since I have a subscription to Boxermath, I also use have my students use their flashcards too. I spend a lot of time with multiplication and division. As you say, if they don't have a fluency with it, they have a hard time doing fractions and other things. But, I don't really keep them from learning advanced math concepts because of it. You don't need it for learning a lot of geometry. Too, I found that when they do need it they realize why and are often more willing to go back to the drilling. Michele Craig Woodland Adult School Woodland, CA __________ NOD32 1.929 (20041122) Information __________ This message was checked by NOD32 antivirus system. http://www.nod32.com
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