Posts Tagged ‘Teach Your Child the Multiplication Tables’

Happy New Year! Thank you for a GREAT 2010!

Saturday, January 1st, 2011

Let me take a moment to thank you a GREAT 2010!  Last month, my publisher informed me that my workbook was in the TOP three sellers for the month of November at Infinity Publishing. 

Sales of my workbook are nearing 10,000 copies.  Teach Your Child the Multiplication Tables has been #1 on Amazon under “multiplication tables” these past three years.  I owe it ALL to my faithful customers who through word of mouth have made my workbook a success. 

Had my son not resisted learning the tables through rote memorization, I would not have developed my method.  So as always, Scott, thank you for leading me on this extraordinary journey.

My little workbook connects me to the world.  Through PayPal orders on this website, I learn how someone in Singapore, London or a remote town in Maine heard of my workbook.  I’ve received countless emails from families telling me the difference my workbook made in their child’s life.  Thank you so much for sharing your stories, those from parents and teachers of special needs children are especially poignant.

Moms and dads, every day you confront routine problems in your children’s  lives and solve them.  I encourage you to share your innovations with other families by bringing these to market.  I believe if more of us would do for other people’s children what we do for our own, the world would be a better place.

                                      Wishing you Happy Times this New Year!

                                                                  Eugenia 

. Why all the artwork in my workbook?

Wednesday, June 23rd, 2010

teachildmath-coverWhen I wrote my Teach Your Child the Multiplication Tables workbook, I wanted to create the excitement of a circus.  I wanted each page to be as REAL as possible. I had my graphic artist, Rudy Rodriguez, create the cute circus animals and clowns.  I thought it fitting that Rudy the Ringmaster be named for him.

To make the times tables REAL, I used grids.  Children can immediately see how the multiples increase from 1 x 1 to 10 x 10.  This develops number sense.  On a grid, they can see that 5 x 5 really equals 25 squares.  Some children will quickly fill in the tables on the grid so I included circus figure watermarks for children to trace.  I wanted to entertain children as they learned the  times tables.

 

Children who have an aptitude for math often have an aptitude for art.  Because we were working so much with grids, I asked myself: Why not take the opportunity to teach basic drawing at the same time?   We included eight pages of “copy the circus character on the grid”.   I wanted a workbook that was also a fun activity workbook.  I wanted a workbook that children couldn’t wait to work in.

 

The first mom to receive a copy of my workbook took it with her on the family’s beach vacation.  She told me her son promised to work on it 20 minutes a day.  She knew she’d have to interrupt his afternoon each day.  But to her surprise her son came out of his room after his nap with the workbook in hand.  Rather than napping, he’d been filling it in.  “I never had to ask him to do his math homework,” she said.  “But to get him to nap, I did have to take the workbook away.”   At that moment, I knew my book would be a success!

Make Math Real!

Thursday, June 3rd, 2010

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Yesterday, I tutored a 5th grade student in math.  Julie is a smart girl but sometimes lacks confidence in her math skills.  Her mother wanted her to work on ratios and percentages.  I decided the math lesson would be more “real” if we worked with cents, dimes, nickels and quarters to learn percentages.  After all, percent means per hundred.  Our lowly penny is a cent, meaning one-hundredth.  So it’s not hard to figure out that a penny/cent is 1% of a dollar.  You need 100 of these to make a dollar.  The math is written:  100 x .01 =  $1.  So one penny is 1/100 of a dollar.  Divide 1 by 100 and you’ll get 1%.

 

On the kitchen table, I scattered handfuls of pennies, nickels, dimes and quarters.   After we figured out a penny was 1% of a dollar, we went on to quarters.  Every child knows four quarters make a dollar.  We represented a quarter as a fraction:  ¼  and then divided 1 by 4 .and got .25 or 25%.    Two quarters represented  2/4 or 1/2  or 50% of a dollar.  Three quarters represented 3/4 or 75%.  With each of these computations, Julie handled the money, sliding it in place for the various math problems.  We then worked with dimes (its root word means ten) and nickels.  Interesting we have one coin named after the metal it’s made of.  As a child, I had difficulty understanding a nickel which is larger than a thin dime was worth one half of a dime!  So working with coins, we figured out percentages.

 

Then we turned to ratios.  I’d scatter an assortment of coins on the tabletop.  “How many of the 12 coins are quarters?” I’d ask.  We’d write the ratio:  3/12 and figure out the percent.  Then I had Julie scatter the coins herself and make up her own percentage problems. 

 

 

So when you have the opportunity, make math real by having real objects to illustrate the math lesson.

 

 

Any Correlation between Your Child’s Reading and Writing Skills?

Friday, May 21st, 2010

 

 

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All the recent news articles, keep focusing on recruiting and retaining the best science and math teachers but  why the scant mention of recruiting and retaining the best  English teachers?  

 

As a former college English composition instructor, I saw first-hand the deplorable state of freshman writing.  Not only is it’s used incorrectly as a possessive when it can only be the contraction for  it is but an apostrophe + s was added to nouns to form plurals!   Yes, dear reader’s, this is true!  Alas, what is one to do?

 

Studies have shown that there is a high correlation between reading skills and writing skills.  Not surprisingly, students who were voracious readers were excellent writers.  Students who love to read are text savvy.  They know what paragraphs look like.  They know paragraphs open with a topic sentence supported by facts and examples.  Good readers are familiar with rules of punctuation and the grammar.  Good readers develop an extensive vocabulary.

 

Parents, I urge you to read to your toddler.  Make sure your first through third graders learn to read and encourage them to read to you.  If your child loves to read, your child will love learning.  An added bonus:  your child will become a proficient writer.

 

Encourage your children to design and write their own books.  When they come home from school with their artwork, take the opportunity to not only display it on the fridge but write a story about their drawing.  Talk about how now they are not only the illustrator but the author of a story.

 

Every time I read a picture book to my children, I would read the names of the author and the illustrator.  Sometimes they were one and the same.  Teaching your child to love books is one of the greatest gifts you can give your child.

 

little-rabbit-foo-fooLittle Rabbit Foo Foo, a storybook by Michael Rosen, charmed my  three and four-year old grandchildren while visiting in California. No matter how many times we read it, they couldn’t wait to turn the page and see Little Rabbit Foo Foo bop yet another creature on the head despite Good Fairy’s warnings!  

 

 

Little Rabbit Foo Foo turned out to be a real page turner!  Within one afternoon, the three-year old twins had memorized the book, could pick out the words: little, rabitt, foo foo and good fairy among others. They also knew when to turn the page. My daughter grew up with the song/game so it was fun to see her children enjoy it so. The illustrations by Arthur Robins of Rabbit Foo Foo riding through a forest on a motorbike, red mallet poised in the air are delightful as is the put-upon Good Fairy. For the children, it was thrilling to see naughty Rabbit Foo Foo defy the Good Fairy but there were consequences.  Your little ones will love it!

 

Be sure to also teach your children the game.  Children sit in a circle and recite the verses as a child in the role of naughty Little Rabbit Foo Foo circles the group and then lightly taps one of the children on the head who in turn becomes Rabbit Foo Foo.

 

The lesson in all this is:  share with your children the JOY of reading good books.  You, the parent, are the Good Fairy who can turn your child into an avid reader and a skilled writer! 

 

 

 

 

 

 

 

 

 

Interview on Homeschooling 101 Blog Talk Radio

Friday, May 14th, 2010
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I just came across an interview I did on Homeschooling 101 Blog Talk Radio.  In the interview, I discuss how I developed my method, discovering patterns for each of the tables.  I also discuss the benefits of my method for children with special needs.

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The link is: www.blogtalkradio.com/homeschooling101.

 

School Choice Reform? Now is the time.

Thursday, May 13th, 2010

Yesterday, I read an excellent article, “Pennsylvania Kids Deserve School Choice,” in The Wall Street Journal.  Written by Anthony Hardy Williams, an African-American legislator in Pennsylvania, who is running for governor, the article appeared on the op-ed page of the Journal. 

Mr. Williams argues President Obama’s $4.35 billion Race to the Top program will not improve public education in and of itself. Should Pennsylvania be awarded a $400 million grant, Mr. Williams states this amount would represent “less than half of 1% of the $23 billion spent annually” in Pennsylvania’s public school system, a paltry “$56 more per child.” 

Believing competition among schools improves the quality of education, Mr. Williams advocates school choice.  School choice would allow not only public schools but charter, magnet, private and vocational schools to compete for “a piece of the $23 billion” spent annually in Pennsylvania’s public school system.

Some might wonder whether school choice is in fact a legitimate option. According to Mr. Williams, the Supreme Court ruled in the 2002 case of Zelman v. Simmons-Harris that school-choice programs are constitutional.  This ruling by the court has “the potential to fulfill the promise of Brown v. the Board of Education and bring true equality to education.”  However, there are those who oppose school choice.  The teachers union argues that what ails the public schools, particularly those in the inner-city, isn’t lack of competition but rather adequate funding. “This is a myth,” Mr. Williams says.

Apparently, Pennsylvania spends an average of $16,462 per student.  Yet if a private or charter school were to spend this amount on a student and not produce results, parents would remove their child from the school and that school would ultimately fail.  “But parents don’t have the option of withdrawing a child from a failing public school,” Mr. Williams explains.  “Today’s system permits failing schools to continue, penalizing less fortunate children.” 

In Mr. Williams’ case, his mother, a public school teacher, alarmed by the unsafe neighborhoods her son traveled through on his way to school, saw to it that he got a scholarship to a private school.  

Parents should have the right to choose the best school for their child.  How can we call ourselves a free country when we deny parents this fundamental right?  Yet our legislators in D.C. including President Obama send their children to private schools.  Indeed, would Mr. Obama be president had he not attended the prestigious Punahou school in Hawaii?  Would he have received the same quality education in Hawaii’s public schools?  His mother like Mr. Williams’ chose to opt out of public education for her son.

Many African-American mothers email me, telling me they opted to homeschool rather than send their children to these failing inner-city schools.  If we do not give parents school choice, the achievement gap will continue to widen.

Were I living in Pennsylvania, Mr. Williams would have my vote. Anthony Hardy Williams should be applauded for his courageous stance.  In several television interviews, I’ve heard Geoffrey Canada support school choice.  Bravo to both men for supporting families and defending their right to choose the best school for their child.  Education should be about the children.

To read the article in full, google “Pennsylvania Kids Deserve School Choice at The Wall Street Journal.”

Multiplying by Eleven? Discover Fun, Easy Patterns!

Wednesday, May 12th, 2010

number-11.

Everyone loves multiplying numbers 1-9 by 11 because of their fun, double-number patterns:  11, 22, 33, 44, 55, 66, 77, 88 and 99.

For two-digit numbers, add the first and second digits and place the answer between these.  Example:  45 x 11 = ___.

·         Four plus five is 9.

·         Place 9 between 4 and 5.

·         The answer is 495.

When the sum of the first and second digits is greater than 9, increase the left-hand number by 1.  Example:  28 x 11 = ____. 

·         Add the first and second digits:  2 + 8 = 10. 

·         Add the 1 to the 2:  1 + 2 = 3.

·         Place the 0 between 3 and 8. 

·         The answer is:  308.

By teaching children these fun, easy patterns, we will instill in them a love of numbers and fascination with math.

Book Recommendation: APPLE FRACTIONS by Jerry Pallotta

Monday, May 3rd, 2010

                                          

 Who knew a book about ablogphotos5pples and math could be so engaging? In Apple Fractions, author Jerry Pallotta and illustrator Rob Bolster teach children all about fractions and all about apples.  Tiny elves, smaller than the apples themselves, use saws and ladders and ropes and mallets to divide McIntosh, Golden Delicious, Granny Smiths, Red Delicious, Gala and Cortland apples into halves, thirds, fourths and more.  Children will enjoy seeing the tiny elves toil away and at last make cider, apple juice and apple pie. The text is well-written and the illustrations delightful.  Your child will learn the underlying concept of  how the whole can be divided evenly into increasingly smaller pieces we call fractions.   A terrific picture book!

A Deck of Cards to Practice the Times Tables?

Sunday, May 2nd, 2010

deck-of-cardsHere’s a fun game your family can play to review the times tables.  For beginners, remove the face cards.  Give aces a value of 1.  Divide the deck into two. Take the top two cards of the each deck and have your child multiply these.  Example:  8 x 7 =? 

Why not also practice addition and subtraction at this time?  This will help reinforce the commutative property of multiplication and addition, i.e.,  8 x 7 is the same as 7 x 8.   The order does not matter.  8 x 7 = 7 x 8.   The same for addition:   8 + 7 is the same as 7 + 8.  However, the order  matters in subtraction.  8 – 7 is not the same as  7 – 8.  The order does matter.  8 – 7 = 1 but  7 -8= -1.  If  you owe someone $8 but give that person $7, you owe that person $1.  You are minus $1.

For more advanced students, include the face cards.  The King would represent 12; the Queen, table 11 and the Jack, is a wild card.  It can represent any number your child chooses.  Table 11 is easy because of its fun pattern –  the doubling of each number:  22, 33, 44 and so on.  Table 12 has to be learned.  If need be, provide pencil and paper and have your child actually do the multiplication.  This will give your child practice in double-digit multiplication. 

For multiplying numbers 10 to 18 by 11, notice how the middle number is the sum of the number being multiplied.  Example:  12 x 11 =  132  [1 + 2= 3 -- three is the middle number.]  Another example:  14 x 11  = 154.   How easy is that?  When the sum is larger than 9 as in 19 x 11,  increase the left-hand number by 1.  Example:  11 x 9 =  209 [1 + 9 = 10.  The middle number will be 0.  Carry the 1 and 1+1 = 2]. 

Make learning math a GAME in your house.  Math is fun!

Tips on Teaching Your Child Vocabulary

Wednesday, April 28th, 2010

I’ve been tutoring a sixth grade student in math.  Last week, he asked for help with a list of vocabulary words  for his English class.

For vocabulary lists, it is easier to remember words when you classify them by parts of speech.  I divided a legal pad in three columns, a column each for adjectives, nouns and verbs.  We took each word and put it in the proper column.  Sometimes a word was both a noun and a verb such as signal or a verb and an adjective such as lavish.       

We combined these words  into sentences, trying to use as many words from the list in one sentence.  Then we  “personalized” the words by using them in a familiar context such as:  “The liquid ambers in the garden look luminous.”  It’s spring and with the sun shining on the leaves, the trees indeed looked luminous, full of light.   

It was also helpful to find out about the origin of the word, the root word.  Luminous comes from lum , meaning light.  Other words in this family are:  luster, illuminate, and translucent

I recommend parents have on hand Instant Vocabulary by Ida Ehrlich.  Did you know secretary literally means “one entrusted with secrets”?   Secret means “a thing apart, hidden.”  The root SE means “apart, aside, without.”   Other words in this family are seclude, secure (to set aside carefully, to protect), secede,  sequestration, select, segregate and separate.  See how much easier it is to “decode” the meaning when you know the root word?

As a parent you are your child’s teacher, a hometeacher.  Always be learning.  Share what you learn with your children.  Communicate to them your passion for learning. Remember you are your child’s first and primary teacher.  Education starts at home.