Multiplication tables often cause problems because students do not really understand what they are or how they work. This is a way to introduce spreadsheets. Students can use what they know to explore basic data entry and use of formulas.
Students
recite, repeat, and recall multiplication facts through flashcard,
videotapes, cassettes, and educational toys.
1. Introduce vocabulary: multiplier and multiplicand
2. Open Microsoft Excel; create five columns
3. Enter multiplier in far left column; symbol for times in the second column; multiplicand in the third column and the word "is" in the fourth column
4. Students predict what is going to happen
5. Place formula that multiplies
the contents of cell A1 by those of cell C1 and so on.
| 1 | x | 3 | is | =a1*c1 |
| 2 | x | 3 | is | =a2*c2 |
| 3 | x | 3 | is | =a3*c3 |
| 4 | x | 3 | is | =a4*c4 |
| 5 | x | 3 | is | =a5*c5 |
| 6 | x | 3 | is | =a6*c6 |
| 7 | x | 3 | is | =a7*c7 |
| 8 | x | 3 | is | =a8*c8 |
| 9 | x | 3 | is | =a9*c9 |
| 10 | x | 3 | is | =a10*c10 |
| 1 | x | 3 | is | 3 |
| 2 | x | 3 | is | 6 |
| 3 | x | 3 | is | 9 |
| 4 | x | 3 | is | 12 |
| 5 | x | 3 | is | 15 |
| 6 | x | 3 | is | 18 |
| 7 | x | 3 | is | 21 |
| 8 | x | 3 | is | 24 |
| 9 | x | 3 | is | 27 |
| 10 | x | 3 | is | 30 |
1. Students work on tables beyond 10
2. Predict what happens with negative numbers
3. Construct multiplication table with decimal fractions
4. Students write up what they
did and how it was done in their math journals