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Cara Mudah Belajar Sifr 2

http://www.

multiplication.com/teach/teaching-tips-and-tricks#!"B$%&

http://www.instructa'les.com/id/(a'les-o)-*-+-,-and--in-our-hands/

http://aniscatur+.'logspot.com/20/2/power-point-mengajar-

dara'-2.html

http://www.redshi)t.com/1'onajo/mmathmult.htm

http://www.mathcats.com/grownupcats/idea'ankmultiplication.ht

ml

http://www.wikihow.com/(each-(hird-&rade-Multiplication

o the preliminar reiew3 all the preliminar reiew3 and nothing

'ut the preliminar reiew -- )or now. $ know. $ know. 4our children

can add. (hat5s wh the are now learning to multipl. (rust me.

6ow the add and think a'out it is 78794(6$%&.

ddition 9eiew

Sit our little darling down and warn him3 this is ;'a' work3; 'ut

we5re going to go through it just to hae )un getting it a'solutel

right. 3 2>23 etc.? !rall3 ask

him each o) the adding dou'les3 through 23 e.g. 4ou sa3 ;one

plus one@; 6e answers ;2;.


2/8

and so do ego5s 'ecause the stick together in groups o) 0

=later?.H

!ka3 multiplication is seAuential adding. Show our child )our

piles o) three o'jects each3 =e.g. pennies or ego5s? or some such

com'ination. 7plain that ;4ou hae three pennies3 )our times. So

I>I>I>I is I3 J times. nd in arithmetic3 we sa that J I.

through2>2? and understands the idea that ;an num'er times

one =? eAuals itsel)3 ; it is time to moe on. (he should know all

their 'asic dou'les inside and out3 upside down and 'ackwardand )orward. 9epeat lesson one )or practice. little aside -- %ote

the diFerence 'etween math and arithmetic: Mathematics is

theor arithmetic is computation3 the er' )orm o) this word

'eing C!MN"(7. %otice we did not sa memoriOe@ (he 'asic

operations -- addition3 su'traction3 multiplication3 and diision --

are supposed to 'e skills that are used to C!MN"(7 answers to

arithmetic pro'lems. $) ou memoriOe num'ers that are answers

to multiplication pro'lems3 ou still haen5t learned how to

multipl3 hae ou@ (he goal is to show our student how to

fgure out the answers at an time that the might need them3 intheir heads.


3/8

(he 25s ta'les are simpl our dou'les3 so let5s reiew the

dou'les3 onl this time write the multiplication eAuation3 'ut

translate it to addition like this: *@ n...and

the alread know their ;dou'les3; 'ecause ou just reiewedthem.

Nostiie 9ein)orcement

(he )un o) this sstem is that it is ridiculousl eas. 9eiew the

idea o) anthing3 with mied up num'ers and don5t )orget to

go oF the ta'les. Make the o'seration to our student that not

onl did the learn a whole set o) multiplication ta'les in a matter

o) minutes3 the can now use it )or 'unches o) num'ers3 een 'ig

ones and weird ones.

Gor older children3 add negaties and )ractions times one. 9emind

them that the learned er Auickl what kids in a pu'lic school

classroom sometimes take a week and longer to learn. ;9eall

smart kid;

(imes (hree

Gor the net lesson3 continue to reiew the 'asic dou'les and

then add the num'er )or the third time. 7.g. J>J K , >J K 2.

(his is the last time3 $ promise. (hree5s are also done ' adding. $)

our child is haing trou'le with addition like J > +3 let me know.(he should 'e a'le to pop through their three5s a)ter a couple o)

practice runs. 7ach section o) these lessons should last no more

tha'n a )ew minutes -- D - 20 minutes. one again

Gor a AuiO: 2J KJ,. nd we hae

practiced our triples3 too -- adding the third like num'er to the

dou'le3 e.g. J>J K , >J K 2.

(imes Gour

$sn5t it true that J is reall 2 2@ nd since 25s are dou'les3 wh

not just dou'le the num'er then dou'le that answer@ Gor

instance3 in the pro'lem J *: * > * K 2 and 2 > 2 K 2J.

Bingo

%ow is the time to slow down and do some eploring with the

child. Math is theor3 philosoph and computing. 6oweer3

computing itsel) has a specifc purpose. &et the answer

eQcientl3 Auickl3 and correctl the frst time.


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an answer is the easiest wa the like -- an one that gets them

the right answer. )ter all3 it is their math pro'lem it5s their jo' to

sole it -- and their 'rain. So the should use the rule the like

'est. 9ote memoriOation as taught in our local schools can 'e so

redundant

$t is amaOing how man children don5t realiOe that 2 J and J 2

are the same thing. "se manipulaties to eplore this concept --

)our piles o) two is the same as two piles o) )our K ,3 etc.

Make sure ou approach this idea as ;reall neat and )un; and

;that it makes it reall eas and a lot less work to do.;

(imes Gie

Can our child count to *0 ' D@ So wh 'other memoriOing

them@ (hat5s the D times ta'le.


5/8

'ut he...memoriOing si multiplication )acts is a whole lot 'etter

than JJ

Be)ore learning the seen5s3 a reiew3 as alwas:

n num'er times one is itsel)3 so just write it down. %o reason to

een think a'out it.

n num'er times 2 is dou'le3 so just use the addition dou'les.

n num'er times three3 just add it a third time =triples?. Smart

kids are reall good at this

Since J is reall 2 2 and ;times two; means dou'les3 just dou'le

the num'er twice to get the answer.


6/8

9eiew some more3 and then we5ll get to the 5s - the5re m

)aorites 6ae )un3 since this time ou onl hae to practice

what ou alread know and learn one new pro'lems. Cool

(imes %ine

(he nine5s are reall cool3 there are so man patterns. (he

important one is the one that can 'e used in reerse3 )or diision3

and relies on the calculations. $t goes like this:

@ K . (hat5s right -- J ... so

* K DJ

+ K : !ne less than + is *3 plus I more make : *I. +K *I

, K : !ne less than , is +3 plus 2 more make : +2. + K +2

$ hope this makes sense3 it is inalua'le in upper leel

calculations.

(imes (en

!ka3 eer'od knows how to do this. to multipl an num'er '

03 just write down the num'er and stick a 0 on it. (his is as eas

as the one5s

+ 0 K +0

2 0 K 20

I+ 0 K I+0

J2 0 K J320

-, 0 K -,0

(imes 7leen

id ou know there are 2 patterns )or the 5s@ $ think eerone

knows how to arrie at the answers to the single digit num'ers:

3 23 etc. (o multipl a single digit times eleen3 just

write the num'er down twice:

2 K 22

I K II

J K JJ

(his onl works through K .

I K ,3 so put the , 'etween the D and I. 4our

answer is D,I

2: > 2 K I put the I 'etween the and 2. 4our answer is

I2.

J2: J > 2 K * put the * 'etween the J and 2. 4our answer is

J*2.


7/8

4es3 this works )or eer 2 digit num'er3 through . B7 C97G"

4ou do hae to carr when our sum calls )or it:

+D: + > D K 2. Nut the 2 'etween the + and D3 'ut carr the

one oer to the net column =the +?. 4our answer is ,2D.

,*: , > * K J. Nut the J 'etween the , and *3 carr the one

oer to the ,. 4our answer is J*.

ast 'ut not least --(imes (wele

$n order to get through the 25s3 $ will hae to do an aside a'out

seAuence counting that will 'e used. on5t miss it smile

ctuall3 the twele5s aren5t reall multiplication.


8/8

2 0: ten rule

2 : eleen rule

2 2: eewww3 that is reall gross =2 2 K JJ3 and a

doOen doOens is called ; gross; So $ tell the kids that 2 23

JJ3 is the onl trul gross num'er - the almost neer )orget

smile

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