Maths Newsletter
How many of us enjoyed learning our tables when we
were at school?
It’s not one of the most exciting parts of education, however, it is
one of the most important skills in maths that children need to master.
Multiplication, Division, Fractions, Problem-solving and Mental maths, to name
but a few, all rely on a sound knowledge of tables.
At school children use their tables knowledge to problem-solve, BUT we
cannot learn the tables for them!
Helping children to take on this responsibility for themselves is an
essential job for teachers and parents. Children who know their tables
have a real advantage in maths lessons throughout their education, as well
as having a tool that they will use all their lives.
What tables should they learn and when?
The new curriculum for maths (2014) has raised the
expectations for learning tables
Year 3 – (2x 5x 10x) 3x 4x 8x
Year 4 + All tables up to 12 x 12 and corresponding
division facts
Children need to keep practising tables, even when they
previously knew them as they are quickly forgotten!
Please could your child learn these tables over the half
term holiday, ready for our Maths lessons during the first
week back.
Year 3 – learn 3x (ensure they know 2x 5x 10x)
Year 4 – learn 4x (If known already learn 6x) (ensure they
know 2x 5x 10x)
Activities to help your child learn their tables
Chant the table aloud in full (1x3=3, 2x3=6, 3x3=9…)
Chant the multiples (3, 6, 9, 12..)
Chant the table aloud backwards (10x3=36, 9x3=27, 8x3=24…)
Chant the multiples backwards ( 30, 27, 24, 21….)
Taking it in turns to chant: adult starts
with the odd ones, the child responds with the
even ones, (for tables or for multiples)
Taking it in turns to chant: child starts with the odd ones, the
adult responds with the even ones. (for tables or for multiples)
Do any of the above and ask them to shout / whisper the one they
find the hardest
Chant through the multiples, then stop and clap your hands instead
of chanting and your child has to say where you would have got to
3, 6, 9 , 12 then * * * e.g. 3 more claps your child has to say
where you would have got to
Daily practice for 5-10 minutes is best. Keep it a positive, fun experience
rather than one the child learns to dread.
Different people learn differently, see which
method your child prefers.
Use the cards method – Make a set of cards eg.
1x3=3
2x3=6
3x3=9
4 x 3 = 12
Sort them into two piles: those your child knows immediately and those
that your child doesn’t know or hesitated over.
Ask your child to choose one of the unknown cards and add it to the
known pile, and then practise the known pile for a day or two.
Having only one unfamiliar card in the practice pack keeps the brain
focused on the new fact to learn.
Only when the unfamiliar fact has really been learned can you add another
card. Do not add more than one new card every day.
Stick the difficult fact in as many places around the house as possible!
Anywhere where it will be seen as often as possible – above the mirror, on
the door, on the TV, above the computer, on the fridge, by the bed!
Put a Tables poster up
Buy a CD / Tape of tables – there’s some good rap ones available
now!
Buy tables games – Snap or dominoes are available
Use a good website that plays Tables games, such as:
www.woodlands-junior.kent.sch.uk/maths/timestable/index.html
http://www.bbc.co.uk/skillswise/topic/times-tables
There’s even some tables songs and actions on YouTube!
Short cuts and cool tricks!
Tables are all based on patterns.
2x table All the answers to
are even
5x table All the answers end in a 0 or 5
5, 10, 15, 20, 25 ….
10x table All the answers end in a 0
10, 20, 30, 40, 50, 60…….
4x table Double the answers to the 2x
Eg. 4 x 2 = 8
so 4 x 4 = Double 8 = 16
8 x table Double the answers to the 4 x
Eg. 6 x 4 = 24
so 6 x 8 = Double 24 = 48
6x table Double the answers to the 3x
Eg. 4 x 3 = 12
so 4 x 6 = Double 12 = 24
12x table Double the answers to the 6x
Eg. 4 x 6 = 24
so 4 x 12 = Double 24 = 48
9x table
Hold up both hands, small fingers together.
Eg. 8 x 9 Bend your 8th finger from left
Number of fingers on left of gap =7
So 8 x 9 = 72
Number of fingers on right of gap =2