Intended Audience: Teachers and parents of K-5 students

This Growing Up With Eureka video is Part I of a three part series on how to start the process of learning to multiply with your child/students. By “start the process” I mean we show ways to learn multiplication facts by 2, by 10, by 5, by 3 and by 4 using skip counting and unit math. We don’t show in this series how to teach the six most troublesome facts: 6×7, 6×8, 6×9, 7×8, 7×9, 8×9, or how to use the commutative property to cut the number of facts in half (check here for hints on how to cover the troublesome facts).

The three videos only show the major “lampposts” along the way towards learning to multiply using these methods. To reach each lamppost takes lots of joyful counting and visual activities that we embedded into the Eureka Math/EngageNY Curriculum in grades K-2.

The major lamppost we investigate in this video is how to help students immediately recognize the numbers 1, 2, 3, …., 9 on their hands by using their hands to visualize a “number line.” Again, the Eureka Math curriculum shows activities involving 10-frames, number paths, and counting exercises designed to aid in learning this recognition.

Since this video only covers what it looks like when your students/child has reached the lamppost, I also encourage viewers to make comments and reply to complements about their experiences in the comment section below.

I am a mathematician and have always been interested in its teaching. Late in life, I have taken up tutoring.

This is a very powerful technique. I was shown it by the mathematics coordinator for our borough (Kingston, Surrey, UK). I think he called it “finger aerobics” – whatever, that’s what I called it with my children and we’d do some most evenings And here’s an early experience that completely blew me away. We had progressed from the video to my showing fingers or saying two numbers and my children responding with their sum – by showing fingers or telling me. We then progressed to subtractions with a positive answer. Just out of curiosity (or being a smart*derriere*) I asked “what is 2 take away 5?”. A brief pause and my daughter showed me three fingers – pointing downwards! After that, developing the concept of negative numbers was trivial.

This was also a very useful tool for learning and practising number-bonds. I put up a bunch of fingers. You work out how many to put up so that the sum of our fingers is ten.

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All three videos and this website will be shared with the math educators with whom I work. Thanks again for showing your daughter in action.

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I am a mathematician and have always been interested in its teaching. Late in life, I have taken up tutoring.

This is a very powerful technique. I was shown it by the mathematics coordinator for our borough (Kingston, Surrey, UK). I think he called it “finger aerobics” – whatever, that’s what I called it with my children and we’d do some most evenings And here’s an early experience that completely blew me away. We had progressed from the video to my showing fingers or saying two numbers and my children responding with their sum – by showing fingers or telling me. We then progressed to subtractions with a positive answer. Just out of curiosity (or being a smart*derriere*) I asked “what is 2 take away 5?”. A brief pause and my daughter showed me three fingers – pointing downwards! After that, developing the concept of negative numbers was trivial.

This was also a very useful tool for learning and practising number-bonds. I put up a bunch of fingers. You work out how many to put up so that the sum of our fingers is ten.

LikeLiked by 1 person

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