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As a first year teacher, understanding where each child was in learning their multiplication facts was a bit tricky. After taking benchmark assessments, I had a better understanding of the children and how well they knew their facts. However, I had a select few that did not know their 3's facts. What could I do to help these select few students, without holding up the rest of the class?

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I am lucky enough to have an instructional assistant in the classroom with me. If there was any free time, I would gather those students in to what I call "my daily small group" and we would go in to the hallway. When I was younger I was horrible at memorizing multiplication facts. My mom actually bought me a multiplication rap CD from Beckers. But hey it helped! So I took my select few kids in to the hallway. We started walking. Every tile that their foot stepped in meant that they had to say the next number. For an example, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30! We did this little walk almost everyday. It only took about five minutes. Sometimes if we were walking to special, I would ask "Hey, what number comes after 15?" I would make sure none of my other students saw because I would never want to call anyone out. But it worked!

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I noticed that in that moment of walking in the hallway, my students knew I wanted to help them. I would do anything I could to help them, even if it means walking in the hallway chanting skip counting by 3's! I want to make learning more enjoyable for them, as it was for me growing up.

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Prior to the walking, I settled for simple multiplication fact cards. However, I noticed I had to take another step back and really look at where my select few children were struggling. If they don't know how to skip count, learning their facts is going to be that much more difficult. This reminded me of in the article when the company narrowed down the specifics that meant the customers needs. Who was the average customer that purchased a milkshake? At what time of day was the milkshake purchased? Did they prefer a thick milkshake or a thin one? Today, my students are rocking their 3's facts! We are actually moving on to division!