# Teach Your Children Tables

Language: English

Pages: 240

ISBN: 0730319636

Format: PDF / Kindle (mobi) / ePub

**Great math skills are a head start to lasting success**

*Teach Your Children Tables* is the ultimate guide to improving your child's mathematical abilities. Written by a renowned education expert, this book provides a proven approach to teaching that will help you enable your child to master multiplication tables in less than half an hour, and solve problems like 96 x 97 faster than they could tap it into a calculator! This updated third edition includes new chapters on factors and playing with square numbers, plus tips for learning tables up to fifteen and beyond.

Children will learn that numbers can be fun while they improve their thinking skills, boost their confidence and self esteem, learn problem solving strategies, and set themselves up for lasting educational success.

People who excel at maths are not necessarily more intelligent, they just use better strategies than the rest of us. This book gives you the perspective and the strategies you need to improve your child's understanding of maths, and introduce them to techniques that will have them performing like geniuses! Imagine helping your child:

- Perform lightning-quick calculations
- Discover easy methods of multiplication
- Learn the basic principles of mathematics
- Have fun playing with numbers

Excellent maths skills present a serious advantage, throughout school and beyond. Children who are good at maths get better grades, higher test scores, and are accepted into better schools. Maths-minded adults are more in demand professionally, in fields that pay better and provide more room for upward mobility. If you could give your child this kind of gift, why wouldn't you? Now you can—*Teach Your Children Tables* shows you how, and makes it feel like fun.

higher than 5 and 4 is 1 lower, so we put 1 in each circle. We add or subtract diagonally: 6 − 1 = 5 or 4 + 1 + 5 We multiply 5 by the reference number, which is also 5. To do this, we multiply by 10, which gives us 50, and then divide by 2, which gives us 25. Now we multiply the numbers in the circles: 1 × −1 = −1 Because the result is a negative number, we subtract it from our subtotal rather than adding it: 25 − 1 = 24 This is how the completed problem looks: This is a long-winded

affected a child’s performance. In Israel, it was observed that many children of families arriving to work in Kibbutzim tested poorly in IQ tests on their arrival. Twelve months later, those same children tested significantly higher. A number of reasons were put forward for their improvement. The children were provided with encouragement and support, creating a positive learning environment. They were provided with opportunities to develop their intelligence that they had not experienced before.

even more chance of making a mistake. You can use other examples. How many marbles in a glass? How many marbles do you have if you have three glasses with four marbles in each glass? This is all multiplication. Multiplication is simply a short, easy way to write and do addition. It is addition written in shorthand. For instance, 3 times 7 means 7 plus 7 plus 7, or three sevens added together. Seven times 8 means 8 plus 8 plus 8 plus 8 plus 8 plus 8 plus 8, or seven eights added together. Two

combinations of numbers that add to ten so you will learn them quickly. Most children have learnt them by the second day. Let’s try 8 × 9: 8×9 = How many more to make 10 for these two numbers? The answer is 2 and 1. Write 2 and 1 in the circles below the numbers: What do you do now? You subtract diagonally: 8 − 1 = 7 or 9 − 2 = 7 Seven is the first digit of your answer. Write it down. Now multiply the two circled numbers: 2 × 1 = 2 Two is the last digit of the answer. The answer is 72.

Potential Fast Easy Way to Learn a Language Preface The first edition of Teach Your Children Tables has enjoyed acceptance around the world. I have received mail and email from parents, educators and children telling me how much the book has helped them. As I have written follow-up books I have noticed that my explanations have undergone subtle changes. In particular, I have made a number of changes to the way I teach very young children. I have modified my explanations and included other