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Three Steps to Mastering Multiplication 

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Three Steps to Mastering Multiplication 

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Are you a 2nd or 3rd grade teacher who is looking for multiplication strategies that will make learning multiplication easy to understand? You've come to the right place.

I am a firm believer in teaching students several strategies before teaching them how to memorize their math facts. Here are six different strategies you can use to teach your students how to multiply. Once they learn and understand a few different strategies, they will have the strong mathematical foundation to learn their multiplication facts.

My students learn, practice, and apply their strategies in their interactive math notebooks. Here you can see these six strategies that I teach to my students. Under each strategy flip flap, the students apply the strategy to a multiplication problem of their own. They use these strategy flip flap pages for referencing throughout the year.

Along with the strategies, I provide my students with plenty of independent practice. In my classroom I take one day for each strategy and one day for practicing each strategy. Here you will see some of the independent activities that my students complete in their interactive math notebooks.

I hope you found these tips to be helpful. Don't forget to pin the image above to your Pinterest board so you can reference this post in the future!

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Multiplication Strategies - Lucky Little Learners

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Are you a 2nd or 3rd grade teacher who is looking for multiplication strategies that will make learning multiplication easy to understand? You've come to the right place. I am a firm believer in teaching students several strategies before teaching them how to memorize their math facts.

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"The standards we set for ourselves are almost always higher than those others would set for us" (pg. 5). 

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"The standards we set for ourselves are almost always higher than those others would set for us" (pg. 5). 

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"Teams who began their work with a clear idea of what they were studying and why they were studying it tended to find the motivation to complete their work" (pg. 23). 

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"Teams who began their work with a clear idea of what they were studying and why they were studying it tended to find the motivation to complete their work" (pg. 23). 

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"Our experience has shown that teachers who rush to complete the problem formulation stage are more likely to flounder in their later efforts, whereas teachers who take time to reflect on and define their problem are more likely to pursue questions yielding meaningful results" (pg. 12). 

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"Our experience has shown that teachers who rush to complete the problem formulation stage are more likely to flounder in their later efforts, whereas teachers who take time to reflect on and define their problem are more likely to pursue questions yielding meaningful results" (pg. 12). 

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"Research is defined here as any effort toward disciplined inquiry" (pg. 9). 

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"Research is defined here as any effort toward disciplined inquiry" (pg. 9). 

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"Action research, on the other hand, is conducted by people who want to do something to improve their own situation" (pg. 7). 

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"Action research, on the other hand, is conducted by people who want to do something to improve their own situation" (pg. 7). 

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Mills, Geoffrey. (2014) Action Research: A guide for the Teacher Researcher

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"Finally, being hopeful is a critical resource if teachers are to perform action research and stay the course of change" (pg. 174). 

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"Finally, being hopeful is a critical resource if teachers are to perform action research and stay the course of change" (pg. 174). 

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"Without action, we have done nothing more than replicate what we set out to avoid- doing research on someone for our own benefit, whatever that may be" (pg. 162). 

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"Without action, we have done nothing more than replicate what we set out to avoid- doing research on someone for our own benefit, whatever that may be" (pg. 162). 

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"...it should be evident that educational change that enhances  the lives of children is a main goal of action research" (pg. 13). 

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"...it should be evident that educational change that enhances  the lives of children is a main goal of action research" (pg. 13). 

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"Action research, like any other problem-solving process, is an ongoing creative activity that exposes us to surprises along the way" (p. 4). 

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"Action research, like any other problem-solving process, is an ongoing creative activity that exposes us to surprises along the way" (p. 4). 

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"Teaching students who are unmotivated and apathetic can be a difficult challenge for any teacher to overcome" (p. 3). 

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"Teaching students who are unmotivated and apathetic can be a difficult challenge for any teacher to overcome" (p. 3). 

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Sagor, Richard. (1992) How to Conduct Collaborative Action Research

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Multiplication Strategies

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Mastering Math Facts: Research and Results  

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Mastering Math Facts: Research and Results  

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Am I competent enough in research to conduct a full action research plan without any previous knowledge?

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Will I be able to collect enough data from my students to make valid research points?

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Do I need to get consent from parents to practice and devote time to multiplication if it is already in our curriculum?

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When multiplication facts are not mastered, students struggle with word problems and division.

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Students have trouble memorizing multiplication facts

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Potential problem to research (topic): Deciding the best strategy to learn multiplication facts