basic math facts

A:"Do kids count?" "Does life add up for kids?" "Kids, go figure!"

A:Make it fun. My kids love to play MATH war. Of course it only works for addition and multiplication. You use a standard deck of cards and divide the cards equally between 2 students. Each student flips a card and whoever (adds or multiplies) them correctly first gets the cards. We specify ahead of time whether we are adding or multiplying. Also we make the jokers worth 0 and I let them choose the values of the face cards- some make them 10s or 11s, others use more of other numbers. Students just need to MEMORIZE them, and practice them. I understand where some of you are coming from with the touchmath and other "strategies" I am guessing you teach 2nd and 3rd grade. My 4th and 5th graders use those methods and it takes them 10 minutes to do one story problem. I see where those might be great ways to teach it initially and work good when the whole problem presented is 5 x 4, but at the end of the day - they NEED them memorized. I can't spend half my class period waiting for them to figure out 6 x 7. Also, about understanding the concept of multiplication. I get and understand that. I am not quite positive about this - but I think I would almost rather address that AFTER they know their facts. I can't explain just how important it is in the upper grades (which by our standards start in 4th grade) for them to know their facts instantly because we are doing multi-step problems. I might need them to multiply 125 x 7 then subtract some amount and multiply by something else. It takes them too long counting dots. (I don't speed test these kinds of things - I just think a student should be able to do more than 3 problems in a 30 minute time frame - our achievement tests have time limits.)

A:Basic facts r simply just math facts, such as addition, subtraction, multiplication, and division. examples: 8+8=16 7-4=3

A:Finger math is one good way, and no memorization is required. These sites will show you a few strategies for figuring out various ones. Use as many of these tricks that will work. If she becomes adept with some of the finger math tricks, there is really no need for her to use her energy on memorization. Then try this - it is a method I used with my classes and it seemed to make quite a difference. I would write all the lists of the times tables on the chalkboard from 0 x's to 9 x's or 12 x's, whichever was needed. Then I would say, "Which ones are you sure you know?" Most of the kids knew all the 0 x's, and all the 1 x's and all the 2 x's and all the 5 x's, so we would erase all of those. Remember that you have to erase them all in two places, because 0 x 5 is the same as 5 x 0, etc. Then we would look at all the ones that were left, and I would point out that each one is there twice, since 7 x 8 is the same as 8 x 7, so then we would erase one of every pair. What was left was what they had to focus on memorizing, so it made the task seem much less insurmountable than it did before. With kids with learning disabilities, making the task seem possible if sometimes half the battle. I hope this made sense to you. Best of luck with it.

A:try www.math.com and over on the left side click basic math.