Constructing the Multiplication Table

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Let us see how we can enable children to construct their own multiplication table and remember multiplication facts by repeated use.


 * 1) Children understand the meaning of a multiplication fact by visualising it. 6 X 8 can be visualised as 				6 baskets of 8 fruits each OR8 baskets of 6 fruits each ORA 6 X 8 &ldquo;rectangular array&rdquo; of students standing for PT.
 * 2) The array method needs only 18 broomsticks and a small table space. Hence it is the best method for finding the individual multiplication facts.
 * 3) They learn to find out the facts by keeping the required number of broom sticks in a rectangular array and counting the junctions.
 * 4) They build their own multiplication table in the format given below. (Please refer to Annexure 080A for the completed table). They have to enter each multiplication fact in the appropriate place.
 * 5) 6 X 8 is 48. 48 has to be entered in a cell where the column is 8 and the row is 6 and where the column is 6 and row is 8. Hence it is written in the 2 places where their rows and columns meet, as shown below.

#IT would also show that the number of multiplication facts which need to be worked out using broomsticks is not very large.
 * 1) This also drives home an important concept that 6 X 8 = 8 X 6. (In higher classes, this will be called the &ldquo;commutative law&rdquo; of multiplication.
 * 2) Multiplication facts of 0, 1, 2, 5 which are easy to recall can be entered in the above format. 9 table can easily be observed using fingers of both hands.
 * 3) At this point the table would look like this.
 * 1) Let the students take whatever time it takes them to build the table. They can work both in the class and at home. It is essential that they do it on their own without help from anyone else.
 * 2) The completed table would look like this. It can easily fit into one of the pages in the notebooks


 * 1) The multiplication facts that really need practice are marked in &ldquo;grey&rdquo;

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