For example:Īs numbers become more complex, we develop fluency for square numbers (usually through card games, and fun activities) to add more “anchor” or “landmarks” numbers to the students’ tool-box. Finally, we’ll use the distributive property of multiplication to break up the product into easier “landmark” numbers. 6, 12,18… then, move on to using dot paper to represent the total as dots in arrays of rows and columns. The approach we use for each of these numbers is similar to what we used for the easier numbers in 2 nd grade. Otherwise, it is going to get really confusing. Multiplication tables for 6,7,8 and 9 are usually much more challenging than that for 2,3,4,5, we should ensure that students have mastered the multiplication tables for 2,3,4 and 5 before moving on on 6,7,8 and 9. There is a reason for this spiral approach to span two grades. In third grade, we add the multiplication tables of 6, 7, 8 and 9 to our multiplication tool-belt. Multiplication tables of 2, 5 and 10 and 3 and 4, are introduced at the 2 nd grade level.
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