Maths

Please see the video examples below of how to support your child learn their times tables:

Modelled by an adult and then the child copies. To reduce the cognitive load, only the first 6 times tables are introduced.

It is important here that the child also uses their fingers to support the skip counting. This allows them to build on their times tables from 5 x ? (the fifth finger) as they learn more facts

The child copies the teacher as they cover a new multiplication fact. The process of skip counting uses constant repetition and encourages children to pronounce the facts clearly to further embed them into their long term memory.

The child is now encouraged to say the times tables out loud in order. The process of skip counting has been removed and saying (chanting) the times tables facts is introduced. The use of a tennis ball is encouraged to make the activity fun.

The chanting, or retelling of multiplication facts is now repeated but backwards. Once again the child has to say the full times tables facts, plus answer to further embed the facts in their long-term memory.

Once again the child is to say the whole multiplication fact and answer, but this time the order is randomised and the teacher dictates the questions. As the child grows in confidence division calculations calculations are also introduced. Just like in clips 5 and 6 the child does this activity using the tennis ball.

This child is now encouraged to use the multiplication facts to answer questions using the times table practice. The calculations that the child is asked to solve are made more challenging by not always asking for the missing answer, but for part of the calculation also.

The child is encouraged to use the 'distribution law' to further understand times tables. For examples 5 x 8 + 2 x 8 = 7 x 8. They could learn to solve this as seen below

5 x 8 = 40

+ 2 x 8 = 16

7 x 8 = 56