Multiply by 9 “Finger Trick” Video

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Multiply by 9 “Finger Trick” Video; 3rd grade
Topic Started: Mar 15 2009, 12:00 PM (262 Views)
IlikeLIvonia	Mar 15 2009, 12:00 PM Post #1
Advanced Member Posts: 923 Group: Members Member #44 Joined: May 11, 2007	Click on link and scroll down page for video demonstration: http://smartboardsandeverydaymath.com/?p=183 Multiply by 9 “Finger Trick” file. Edited by IlikeLIvonia, Mar 15 2009, 12:16 PM.



Plarval	Mar 15 2009, 01:43 PM Post #2
Newbie Posts: 3 Group: Members Member #367 Joined: March 15, 2009	Hi, I'm Dave. I run Smartboardsandeverydaymath.com. If there is any way I can further assist with Everyday Math, please don't hesitate to contact me. I browsed through here and it looks like this community has a bit of a negative outlook on the program. We went through the exact same discussions when we adopted it a few years back. I have come to like it, but I definitely understand the concerns I see here. I can say that, after having the program in place for a few years, I am seeing some wonderful results. If there is ever anything I can do you can email me at mrgabor@mrgabor.com. Edited by Plarval, Mar 15 2009, 01:44 PM.



Whatever	Mar 15 2009, 06:04 PM Post #3
Advanced Member Posts: 595 Group: Members Member #206 Joined: June 4, 2007	IlikeLIvonia Mar 15 2009, 12:00 PM Click on link and scroll down page for video demonstration: http://smartboardsandeverydaymath.com/?p=183 Multiply by 9 “Finger Trick” file. Kids, don't try this one at home.



Micki	Mar 16 2009, 05:53 AM Post #4
I believe in Santa! Posts: 514 Group: Members Member #9 Joined: May 8, 2007	The multiplying by 9 finger trick helped me as a child on just the rote memorization aspect of math which is what drill and kill is. It is no different than straight memorization, which has its benefits. However, understanding math and why it works and the problem solving behind it is much more important. To the poster that has invited people to ask him questions, I truly hope that the people that are having issues with it take you up on it. I thought that many more people would have jumped on your offer with the amount of controversy there is on the topic. Thanks for throwing yourself out there and being willing to offer your experience up.



Whatever	Mar 16 2009, 06:47 AM Post #5
Advanced Member Posts: 595 Group: Members Member #206 Joined: June 4, 2007	Micki Mar 16 2009, 05:53 AM The multiplying by 9 finger trick helped me as a child on just the rote memorization aspect of math which is what drill and kill is. It is no different than straight memorization, which has its benefits. However, understanding math and why it works and the problem solving behind it is much more important. To the poster that has invited people to ask him questions, I truly hope that the people that are having issues with it take you up on it. I thought that many more people would have jumped on your offer with the amount of controversy there is on the topic. Thanks for throwing yourself out there and being willing to offer your experience up. I didn't learn my 9's by counting on my fingers. Is this an actual "lesson" for 3rd graders using EM??? The trick can be done without using your fingers. Take the number you are multiplying 9 by and subtract one. That number is the first number in the product. Then subtract that number from nine. That number is the second number of the product. Edited by Whatever, Mar 16 2009, 08:00 AM.



IlikeLIvonia	Mar 17 2009, 03:19 PM Post #6
Advanced Member Posts: 923 Group: Members Member #44 Joined: May 11, 2007	A Note to Students About the Multiplication Tables Do any of these situations apply to you? • you find yourself counting on your fingers when you have to do math problems involving multiplication • you have to reach for a calculator every time you multiply single digit numbers • you have to slow down painfully to rethink your timestables every time you do a problem • you know your timestables cold up to five times five but then get bogged down when the numbers get bigger than that • you find that there a few timestables facts that you always get mixed up on? If any of these situations apply to you, then you are probably quite frustrated when it comes to most math. You might even tell yourself that you are “really dumb in math!” And yet you can be really smart in other subjects, or even if you don’t get good marks in other subjects, you know that you are really smart in some parts of real life. Want to be as smart in math as you are in some other things? If so, simple drills can help you – if you do them just like you would practice dribbling in basketball, or practice kicking goals in soccer, or practice playing a musical instrument. You see, if the situations in the list above apply to you and you are in a higher grade than about grade 5 or 6, then your problem is that you haven’t learned a basic skill in math to the level of “automaticity”. That means that when you perform that skill, it should happen “automatically”, without your having to think about it. It’s the same as in basketball – if you have to think about every bounce when you dribble a basketball, then your opponent is going to get the ball away from you easily! So how do kids get better at those sports? They practice! You know that! They practice the basic skills until they don’t have to think about them. Then that leaves their minds free to concentrate on other important parts of the game. Or if you are a musician, practicing the song until you don’t have to think about the notes lets you change your focus into putting “soul” into your performance. When you were a little kid, your teacher probably quite properly let you take lots of time to learn the meaning of multiplication. Your teacher hopefully let you figure out different tricks for getting the answers to simple multiplication problems. For instance, you probably quickly learned that the answers in the five times table always ended in zero or five. You might have learned a finger trick for the nine times table. You might have memorized the four times table cold, and then used it to get the eight times table by just doubling all your answers. There are many tricks that kids learn as they learn their times tables. The problem comes in when they have to do more advanced math and they are still relying on all those tricks to do simple multiplications. It slows you down and takes your mind off any creative problem solving. You are stuck in the mud and cannot fly! There are so many areas in math as you do higher and higher courses, in which you will benefit greatly by knowing your timestables “cold”. ~Your future algebra teacher Edited by IlikeLIvonia, Mar 17 2009, 03:23 PM.



Micki	Mar 17 2009, 04:24 PM Post #7
I believe in Santa! Posts: 514 Group: Members Member #9 Joined: May 8, 2007	Whatever Mar 16 2009, 06:47 AM Micki Mar 16 2009, 05:53 AM The multiplying by 9 finger trick helped me as a child on just the rote memorization aspect of math which is what drill and kill is. It is no different than straight memorization, which has its benefits. However, understanding math and why it works and the problem solving behind it is much more important. To the poster that has invited people to ask him questions, I truly hope that the people that are having issues with it take you up on it. I thought that many more people would have jumped on your offer with the amount of controversy there is on the topic. Thanks for throwing yourself out there and being willing to offer your experience up. I didn't learn my 9's by counting on my fingers. Is this an actual "lesson" for 3rd graders using EM??? The trick can be done without using your fingers. Take the number you are multiplying 9 by and subtract one. That number is the first number in the product. Then subtract that number from nine. That number is the second number of the product. I do that one, too. I have never specifically taught it as a whole group lesson but I have shown some of my special ed students that "trick".



Anna Krome	Mar 20 2009, 07:36 AM Post #8
Advanced Member Posts: 884 Group: Members Member #47 Joined: May 11, 2007	Hi Dave, Always open for another voice. How'd you find this discussion board? Are you in Livonia? And, you note that you work for EM, did I read that correctly?
	Krome on Cars


mathmom	Mar 21 2009, 10:24 AM Post #9
Advanced Member Posts: 48 Group: Members Member #332 Joined: May 11, 2008	Whatever Mar 16 2009, 06:47 AM Micki Mar 16 2009, 05:53 AM The multiplying by 9 finger trick helped me as a child on just the rote memorization aspect of math which is what drill and kill is. It is no different than straight memorization, which has its benefits. However, understanding math and why it works and the problem solving behind it is much more important. To the poster that has invited people to ask him questions, I truly hope that the people that are having issues with it take you up on it. I thought that many more people would have jumped on your offer with the amount of controversy there is on the topic. Thanks for throwing yourself out there and being willing to offer your experience up. I didn't learn my 9's by counting on my fingers. Is this an actual "lesson" for 3rd graders using EM??? The trick can be done without using your fingers. Take the number you are multiplying 9 by and subtract one. That number is the first number in the product. Then subtract that number from nine. That number is the second number of the product. True, but many kids need to see the trick as they are visual, they've used their fingers in math since day one. I never knew the 9 finger trick until I was an adult. I just memorized my facts because I was told to.



Plarval	Mar 24 2009, 09:33 PM Post #10
Newbie Posts: 3 Group: Members Member #367 Joined: March 15, 2009	I am not employed in any way by Everyday Mathematics. I'm just a third grade teacher in Ohio. My website lists incoming links, so sometimes I like to wander where people are visiting from, and that's how I landed here. We adopted the EM curriculum some 3 or 4 years ago. I completely understand all the concerns voiced on this board. I went through the same thing. I'm just trying to present the ideas in a meaningful and entertaining way for the kids. I also teach the other "9" method. I list the facts from 1x9 to 9x9 in a vertical column and we look for the patterns. Then we see how each tens place starts one smaller than the number we are multiplying by 9. We also look at how the ones and tens place add up to equal 9. They put the two strategies together e.g. 9x6 "starts with one lower than 6 (5). What plus 5 equal 9 (4). 9x6=54." These two strategies help kids with difficulties memorizing their facts. After using them for some time, the fingers and strategies disappear and they have them. I can also tell you that my classroom mantra is "The best strategy is to memorize them." It does happen when they use the strategies and have ample game time. And of course, support from home never hurts either, but unfortunately with our district, we usually don't have much. I'm not trying to sell the program, just sharing my experience. Edited by Plarval, Mar 24 2009, 09:47 PM.



BoaterDan	May 5 2009, 11:02 AM Post #11
Advanced Member Posts: 534 Group: Members Member #60 Joined: May 15, 2007	Plarval Mar 24 2009, 09:33 PM I am not employed in any way by Everyday Mathematics. I'm just a third grade teacher in Ohio. My website lists incoming links, so sometimes I like to wander where people are visiting from, and that's how I landed here. Hey, I'll bite. Can you explain how you would personally teach students to add 148 and 855 using the partial sums method?



BoaterDan	May 6 2009, 04:15 PM Post #12
Advanced Member Posts: 534 Group: Members Member #60 Joined: May 15, 2007	BoaterDan May 5 2009, 11:02 AM Plarval Mar 24 2009, 09:33 PM I am not employed in any way by Everyday Mathematics. I'm just a third grade teacher in Ohio. My website lists incoming links, so sometimes I like to wander where people are visiting from, and that's how I landed here. Hey, I'll bite. Can you explain how you would personally teach students to add 148 and 855 using the partial sums method? Dave? Dave? Are you there Dave?


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