math facts

A:Math facts are the basic operations of math, like addition, subtraction, and multiplication and division for slightly older kids. If he needs help with math facts, that probably means that he needs help learning to do operations quicker and more efficiently, ie: not having to count on fingers, etc. To teach them to your son, a lot of practice is the best way. Addition and subtraction are taught well with objects, and multiplication and division operations can be memorized.

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:Teach him to use Mnemonic devices. A mnemonic (pronounced [n??m?n?k] in Received Pronunciation) is a memory aid, and must serve an educational purpose. Mnemonics are often verbal, something such as a very short poem or word (which may be made up), particularly lists. Mnemonics rely not only on repetition to remember facts, but also on associations between easy-to-remember information and to be remembered lists of data, based on the principle that the human mind much more easily remembers data attached to spatial, personal, or otherwise meaningful information than that occurring in meaningless sequences. The sequences must have some connection to a person's existing semantic associations; if a random mnemonic is made up, it is not necessarily a memory aid. The word mnemonic is derived from the Ancient Greek word ?????????? mnemonikos ("of memory") and is related to Mnemosyne ("remembrance"), the name of the Mother of the Muses in Greek mythology. Both of these words refer back to ????? mnema ("remembrance").[1] The first known reference to mnemonics is the method of loci described in Cicero's De Oratore. Since your son is young, use things he likes or enjoys to help him to remember his schoolwork. Example: Cartoons, video games, certain shows he may like. The reason he can't remember things he aced on a test is because he studied those items and put them in short term memory and once he finished using them his brain disregarded the material learned like trash, so there for when he was called to recant what he aced on a quiz only a couple of weeks earlier, his brain could give him nothing because that slot was already wiped clean. A boy (aged 8) said he was dumb and could not understand things in his math class, but when this same boy got in front of a video game he played it very well, I mean he knew how much time he had before he had to jump, he knew he had to get extra men so he would not die (in the video game), and he knew the more points he racked up the higher his name would be on the "high scorers list". Now, this boy demonstrated certain skills that he previously stated he never had. Case in point , the amount of time he needed to stay and leap off of a given target, he calculated in his mind, getting more men in order to stay in the game, he reasoned and figured out that it would be to his benefit to get more men; showing he had the brain capacity to reason, calculate, and do what he needed to do to win. In the same way, your son could use those skills but with the help of mnemonic devices to aide his education. Hope this helps

A:In my district, I think they have done away with timed test for multiplication facts and instead have used conceptual math to teach the facts, so students understand the process. Although many students have not memorized the facts, they have several avenues for arriving at the right answer, and they do better at math overall-- especially in the secondary level-- due to practicing the logic skills. At least, this has been my experience. I believe they have done away with timed tests (drills) primarily because it is impossible to modify such a test for students with special needs. Imagine a student who is having trouble writing or reading numbers (dysgraphia, dyslexia) trying to complete a timed math test. And what about memorization? Do students who have memorized math facts really understand the logic behind the facts? Do they understand the relationships between multiplication and division/addition and subtraction AND between addition/multiplication and division and subtraction? The real litmus test would be to evaluate their mastery over the operations at the higher levels (for instance, learning long division, after learning the multiplication and division facts). It would seem that a student who understands division in a more conceptual way, is likely to master long division more quickly or easily than the student who simply memorized the facts. The student who has not memorized the facts is more likely to make mistakes with the math facts. However, that same student would also recover those mistakes using the techniques he/she learned to comprehend the facts in the first place. Personally, I was taught by rote memorization and timed tests in my youth, and I know the math facts by heart. I applied the same techniques on my own by high school, memorizing common exponents, factoring of polynomials, and square roots/cubed roots. However, those timed tests were daunting. Teachers may use timed quizzes for practice these days, but they are not graded as examinations. These are given for credit or a homework grade (maybe 5 pts., for effort). Obvious benefit: less mistakes in computation Disadvantage: Unfair practices that hinder students with special learning needs.

A:Yes, they are math facts.