# Helping your kids with math fact mastery!

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Do you have a learner who takes more than a week to learn a new set of math facts?

The work in his workbook was fine and even fun, but it wasn't getting him to mastery. Using a completed multiplication chart I think does NOTHING but make them rely on the chart. Anyone with me on that?

What has worked this year for third grade?

Playing math games twice a week, fact copywork, reading the lists off the board, and more flash cards.

I was curious to see how long it would really take to learn the 7's and 8's (for multiplication AND division) so this is what we did. And we did it to 12.

We made large flash cards (5 x 7) and practiced them everyday.

I pulled the face cards and 10's out of a pack of cards and we played multiplication war.

We wrote them down 3 days a week on paper or the board.

The boys tested each other on them 3 x/week.

Grids -- 3 times a week. (I made an empty grid 6 x 6 and filled in a few facts up to 8 x 12 (49, 96, 28 answers in the middle, factors on the outside etc.), I left most of the factors blank so he would have to figure out missing factors but gave enough so it could be solved.)

Now just 2 weeks later, he has got them.  Now I think the most important thing is to keep refreshing them.

I have seen many posts in the past asking for ideas- -- so here are a few.  Enjoy!

This can be altered for any math facts y

OH -- I also let him play Khan Acad -- 20 questions for each factor twice a week.

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Thanks for the ideas.  These seem very helpful.

(I would like to point out, on a side note for parents who have tried similar and their child either still hasn't mastered their facts or seemed to master them then forgot them again, don't get discouraged.  Keep working at it, but consider doing math fact mastery practice separately from learning math concepts.  Some kids may take years to master facts, no matter what method you use, but can still learn math concepts.  Doesn't mean the child is incapable or you are a bad teacher.  It just means their brains process the data differently and it may take a looooonnnng time.  Giving them the chance to learn the concepts and see the more interesting side of math while using a math chart can keep them engaged, keep them from getting terribly discouraged, keep them from using all their working memory on struggling to recall math facts instead of learning and internalizing the concepts and can help them see purpose in math while they still keep working on the math facts side of things separately using engaging ideas like RosieCotton posted above.)

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First, I'm very happy you've found a way to help your student learn!! It is so rewarding for mom, too, when you can figure out how to reach their learning style and specific needs - great job!

Do you have a learner who takes more than a week to learn a new set of math facts?

The work in his workbook was fine and even fun, but it wasn't getting him to mastery. Using a completed multiplication chart I think does NOTHING but make them rely on the chart. Anyone with me on that?

What has worked this year for third grade?

No. I'm not with you. I firmly believe, from the experience of teaching my own kids math and reading at great length about learning differences, that having a multiplication chart can be an excellent tool in mastering math facts. It just wasn't your student's tool, and you recognized that and tried something else which is great.

I just wanted to speak up for those kids who may struggle for a long time with math facts. This isn't necessarily bad - they may just be learning differently. My oldest could compute double digit addition in her head (without having had instruction, ever) at age 4. However, she didn't learn her facts until she was nearly 12 years old. If I would have waited on her learning them she would hate math, be behind, and doubt her own abilities. We gave her a chart, let her use it as needed, and pushed on with new concepts because she understood (she just couldn't remember facts). She knows them now from repeatedly looking them up, and is starting her third AOPS online class on Monday, where she's been very successful - and she LOVES math and is CONFIDENT in it.

As for other ideas for 3rd graders, we love non-math (but still mathy) games for practicing facts. I also really appreciate the way BA 3 gives you practice in math facts WHILE doing interesting problems.

We have used apps like Math Evolve with some success, too.

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Targee -- Of course that goes without saying. Those who know me here know I was not implying that. Every child has their own style and path to learning. But sometimes we coddle them and actually hinder them by allowing them to use things we may have not had as a child (the use of calculators in PS is what I'm referring to here in grammar stage).

I'm glad your girl has found success and you were patient and gave her what she needed!

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We used Card Droid Math on our Kindle for math facts practice.  Easily customizable and my kids loved it because they got to be on the tablet...lol.

I have recently begun using Prodigy Math for all kinds of math practice, including math facts.  It's free, engaging and customizable.  I can set assignments with a wide variety of tasks.  My kids love playing!

https://prodigygame.com/referral.php?referralCode=7A1E6A3262C4&referralName=Crystal%2BGracioso&referralOrigin=link (This is a referral link!  We can get a free premium membership if we share with others...the premium membership gives more game options).

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Targee -- Of course that goes without saying. Those who know me here know I was not implying that. Every child has their own style and path to learning. But sometimes we coddle them and actually hinder them by allowing them to use things we may have not had as a child (the use of calculators in PS is what I'm referring to here in grammar stage).

I'm glad your girl has found success and you were patient and gave her what she needed!

Sorry - I didn't mean to say you were implying that!!  I just know a lot of people search back to old threads when looking for help with questions and struggles.  I wanted to make sure that if someone was struggling with math facts, and came upon the thread, that the saw your success was because you were responsive to your child's learning needs.  Also, that mastering math facts shouldn't be a stopping point beyond which no progress is made until facts are mastered.

I agree we can coddle, in many ways.  And sometimes the difference between shifting gears to meet your learns needs and inducing learned helplessness is less clear than we think.

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