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27.09.2014
Most schools begin by teaching the two, five and 10 times tables, starting with counting up in these intervals.
Once your child can count up in these intervals, they need to know and understand that 2 x 2 means 2 'lots of' 2.
Use real-life situations to help your child understand what the tables are all about and why they are useful. Your child eventually needs to be able to know a single times table answer without having to go through the whole table (eg 7 x 8). Try saying them aloud in a rhythm as you walk or drive to school, perhaps beginning with taking it in turns to count up in a particular table, eg you say three, your child says six and so on. Times tables are full of interesting patterns, which your child may enjoy spotting and showing you. If your child can identify tables with a strong recognisable pattern, they can begin to work out if a number is in a particular times table, eg knowing that all numbers in the five times table end in a 5 or a 0. If your child seems to be more of a visual learner, try making some picture cards with the tricky fact on, eg put 56 inside a picture of a goal with balls showing a 7 and an 8 heading for the goal.
Build your child's confidence with times tables by playing games rather than sitting them down to test them. Try using dice to generate times tables questions by throwing twice and multiplying the two numbers. Guess my number - someone thinks of a number and the others must guess the number by asking questions.


Rainy day tables games: provide your child with the craft materials to make their own game to practise their tables, perhaps making a board or special cards, and inventing rule for how points will be scored. When your child has been practising a particular times table, help them to recall it by exploring different questions.
Try giving them the answer and they have to give you the relevant tables fact, eg for 64, they would say '8 x 8'.
On request, this publication is available in alternate formats, such as Braille, large print, audiotape or computer diskette. Children's books are mentioned in this booklet as examples and are only a few of many appropriate children's books.
Our mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. When this understanding is secure, they will need to begin to learn to recall tables facts quickly in any order. But being able to count up through the table is a good starting point and helps children feel secure.
Both are helpful, as children need to know the number facts, but also recognise the multiples themselves, as it helps later on with fractions and division. Encourage your child to talk about the patterns they see, using language associated with maths and explaining what they know is an important part of numeracy in schools. Many can be played to pass the time on long car journeys, and when waiting in restaurants, airports etc.


They can be as creative as they like and link it to their favourite hobbies or TV programmes. For more information, please contact the Department's Alternative Format Center at (202) 260-9895 or (202) 205-0818. Other materials mentioned are provided as resources and examples for the reader's convenience. If they are competitive, get them to try and beat their own personal best each time they try. Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833. Listing of materials and resources in this book should not be construed or interpreted as an endorsement by the Department of any private organization or business listed herein. If it is a prime number (only divisible by 1 and itself) make up a number statement by adding or subtracting a number as well, eg 57 could be 7 x 8 +1.



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