*those times things*. He said, "Like 3 times 2." I asked if he knew what 3 two times was. He replied, "6." We went on - 5 three times - 15; 7 one time - 7; 1 nine times - 9, etc. He spouted answers all the way down the hall. He knew how to multiply; he just didn't know he knew because he didn't understand what 3 x 2, one number

**times**another number, meant. The next week, he couldn't wait to tell me all the multiplication facts he knew. That day I discovered how important it is to find the root cause of a child's struggle to learn a concept. In this case, the cure was as simple as turning two words around. Now, I routinely turn those words around when talking about multiplication.

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