Teach, Don’t Just Test.

(10 Ideas To Help You Prepare For The MTC)

Recently we wrote a blog about the MTC and what this means for Primary school teachers.

[Read this blog to find out more about the MTC…]

With the focus of the MTC being on rapid recall, we are concerned that this could lead to you feeling pressured into focussing too much on the speed of recalling multiplication facts. Here are 10 ideas to make sure the time you spend with your children on learning multiplication tables builds a secure and deep understanding of the facts.

1) Build multiplication table in a visual way
Building a multiplication table on a number line gives a very strong visual demonstration of how a multiplication table is structured. It’s a great way to show children the relationships and connections between the facts. 

Here is a video to show an example of this…

2) Chant in a way that is memorable
Chanting is a good way of refreshing the multiplication facts, however it pays to keep it interesting so the children stay engaged with what they are saying rather than just repeating the words. There are a few ways you could ‘jazz’ up chanting in your classroom. (Some are more obvious than others!)

• Chant forwards, keeping it lively
• Say one of the multiplication facts in a different voice, or at a different pitch. This works well when you choose a fact that has proven to be particularly difficult for your class.
• Give one fact to a particular child, every time you get to that multiplication fact it’s their responsibility to shout it out. Physically act out handing the (invisible) fact to them – saying “This is yours, I want you to look after it.” A great way to keep using this one is to randomly ask them for the fact throughout the day. (Not just in the maths lesson). 

3) Play Games
It goes without saying that games are a great way to engage children in learning. Using games for learning multiplication tables will help with fluency and practice. A game takes the multiplication facts out of their ‘usual’ context (and order) of 1 x 2 = 2, 2 x 2 = 4, 3 x 2 = 6 etc…
Games also give you the opportunity to introduce an element of speed, which, with the MTC questions being allocated 6 seconds each, could prove very useful.

4) Notice Relationships
When children can identify and understand relationships between multiplication facts, and the numbers in them, they can start to apply the 
“If I know….. 
Then I know…. 
Because…” way of thinking. Make links and connections between multiplication facts.
For example:
If I know that 3 x 3 = 9, 
Then I know that 3 x 6 = 18
Because 6 is double 3 so we double 9 to get 18.

5) Spend long enough on it
In year 2 there are only three multiplication tables to learn (2,5,10) so you could spend a term on each one, then revisit them all in term 4.
In year 3 there are only 3 new tables to learn, and if children are secure in their multiplication tables from year 2 they will have already learnt some facts for those new (year 3) tables. After all, multiplication is commutative! If each year the children can be secure in their tables before moving up to the next year, they will have fewer new facts to learn for each new table. 

6) All learning together
Teaching multiplication from the mindset of “We are all getting better at … multiplication table”. Even if children feel they know their 3 times table (for example) working on deepening and securing those multiplication facts can only help them retain the information and relationships they have learnt.
If different children are learning different tables it is almost impossible for you to find the time for quality teaching.

7) Focus on a fact
There are 13 facts in a table, it’s not fair to expect children to try and learn all 13 in one go. Choose a fact and hit it hard several days in a row, maybe you think this is a little excessive BUT how much more likely is it that your children will remember a particular fact, if they revisit it frequently and in depth? 
If significant facts are really secure they can then be used to derive others.

8) Make it purposeful/relevant
“What’s the point in learning my 3 times table?”
If children can see the purpose in learning they are more likely to engage positively. Positive attitude = more receptive to learning.

“Why should I care about 4 x 3?”
Give the children a hook into the learning, put it into a context that would be relevant to them – whether that’s attaching a problem to a theme from a book you have been reading together, or to the topic you are studying as a class.

9) Practical resources to support learning
Powerful practical models can really deepen understanding and increase the likelihood of the multiplication fact being remembered when it needs to be recalled.

10) Identify what is always true
Wouldn’t it be great if every year 3 child knew that any multiplication fact of 4 was even? Because by exploring why this happens it deepens their understanding of the structure of the 4x table. Having a deeper understanding of the multiplication table will help retain the information they need to improve their ability to recall these facts quickly. 

We hope you have found this blog useful, if you have any questions please reach out to us here: emma@buzzardpublishing.com.