For the past couple of years, requiring students to memorize multiplication facts has been a controversial topic. I understand the reasoning behind it, but, in my humble opinion, the students who memorize their multiplication facts will never regret it.
Here's how I encourage my students to memorize their facts. The three influential keys to fact fluency success in the classroom are time, choice, and tracking.
Time
We have a dedicated Fact Fluency time in the classroom every day. Some days, it is embedded into centers and other days it's a focused 10 minutes of just multiplication (and division) memorization. I've found that you can't leave it to the kids to just study at home if you want it to get done.
Choice
Empowering students to choose how they will learn their math facts transfers the responsibility off of you and onto them. Here are some ways to provide choice.
Choose your factor - For fourth graders, I allow students to choose which factor they want to work on for the week. Some students choose to work on their fives while others may choose to tackle the 7s. At the end of the week, we have a 5 minute, 100 problem "test out" and each student tests out their own factor.
Choose your method - I ask students to think about how they learn best...
Flashcards or task cards- Make piles of "know it" and "need to know it". I have flashcards in my classroom from the dollar store but it's probably even better for them to make them.
Dice - Pick a factor. Roll one or two dice and multiply the dice by the factor. I highly recommend foam (silent) dice .
Boom Cards or other digital task platform - I've made some Boom Learning Cards specifically for multiplication and division fluency. Some students love the digital version. You can preview multiplication Boom Cards here.
Calculator Math - These old Texas Instrument Calculators have a built in flash card feature for +, -, x and ÷. 🤯🤯🤯 They find the calculator to be more of a novelty than the ipads. Their minds are blown by the solar power and the fact that it doesn't connect to the internet. One day I'll make their heads explode with a dictionary. haha!
Tracking
Tracking - Now that they've practiced all week, I give them a 5 minute, 100 problem "test-out" (I put in accommodations for ESE students). After the "test out," they track their success on their multiplication chart.
On this chart, Desiray chose to test out on her x5, x2, x3 (the two colors show it took 2 weeks). Now, she is working on her x7. Her first attempt at x7 was 40%, so she set her goal at 65% for next week. This chart helps her to stay focused and motivated.
B.U.S.
Bringing UP Scores
Finally, I have a B.U.S. Board. The B.U.S. board focuses on improving scores. We celebrate those who get 100%, 95%, 90% and anyone who improved their scores from the week before.
All in all, giving students time, choice, and ownership empowers them to learn their facts.
I would love to hear your ideas, tips, and tricks.
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