Parents of 3^rd and 4^th graders all over the country are quizzing their children on the multiplication tables – or, as it is affectionately known – “the times tables” – from 1 times 1 to 12 times 12, and all 142 answers in between.

Many parents and children struggle with this exercise – with the teaching and the memorization.

It is crucial for the child to learn these tables by heart NOW!  For some reason, learning them in 11^th grade, just doesn’t leave the same concrete, infinitely retrievable blueprint, as learning them in 3^rd or 4^th grade does. 

However, it is also crucial that parents arm themselves with the RIGHT TOOLS to help their children do this in a way that is fun, fast and effective.

TOOL #1

Personalized Multiplication Word Problem Workbook

"Amanda's Multiplication Adventures"

"Tim's Multiplication Adventures"

Get Your Own Personalized Workbook of 600 Personalized Multiplication Word Problems:

Order the PDF format - $17.95

Order the Spiral-Bound Workbook format - $27.95

Personalized - Every child learns better when the math word problems are about his own life. Ask a child about his own dog and he is going to be much more interested in figuring out that problem than a problem about 3 bananas and 2 oranges.

There are a few companies who will say that their math approach is personalized - but they just mean that the difficulty of the math problems are selected for your child's math development leve. This personalized multiplication word problem workbook means that the math problems are actually about your child's pet's name, or hobbies, or favorite sports teams!!

 

"Amanda's Multiplication Adventures"

 

"Tim's Multiplication Adventures"

This is the ONLY Personalized Math Word Problem workbook on the market!

600 Multiplication Word Problems - All 600 Multiplication Word Problems are personalized to suit your child's interests, activities, pet, friends, family, favorite foods, movies, music, etc.

600 Personalized Multiplication Word Problems covers all the times tables through 12 x 12. More problems for more difficult tables (6, 7, 8) and less for easier tables (1, 2, 5, 10).

 

Wouldn't it be great for your child to sit down to multiplication word problems that sounded like this:

Bobby went to see his favorite baseball team, the New York Yankees, play. He went with his two friends, Jim and Tony. He bought each of his friends a soda. The soda cost $3 each. How much did Bobby spend on sodas for his friends?

Guaranteed PDF delivery in 48 hours! (not including Saturday & Sunday) PDF format file arrives in your email box within 48 hours from when we receive your information, ready for you to print at your leisure.

Guaranteed Shipping in 72 hours! (not including Saturday & Sunday) Spiral-bound workbooks ship from our office in NJ within 72 hours of receiving yoru information.

100% Money-Back Guarantee! This no-questions-asked 100% Money-Back Guarantee means that, if you email us at markham (at) kidsbankbook.com within 30 days of your purchase that you want the money back guarantee for any reason, or no reason, or even a quirky reason, like, say, the dog at the book, then we'll refund 100% of your money.

Confidentiality - All information is kept strictly confidential and is not shared in any way with any other entity. These personalized math problems are created by a New Jersey attorney's law firm.

Completely Unique! You can't find a math book or math workbook anywhere that offers you 600 multiplication word problems - never mind word problems that are relevant to your child's life!

Word Problems build future test-taking skills. Develop your child's word problem confidence now, and your child will be stronger in future standardized testing word problems.

Word Problems test true mastery of math theory. When a child must apply a multiplication theory to a set of facts, the child is mastering the multiplication theory of mathematics. There is no better way to master a math skill than by doing word problems.

Ordering is EASY. Click the link and fill-in the form. You will receive a confirmation email for the order. Within 48 to 72 hours (not including Saturdays and Sundays), you'll receive an email with the PDF file attached, or a confirmation that the spiral-bound workbook has been shipped to you.

Developed by Theresa A. Markham, Esq. - a homeschooling mother, math nerd, and NJ divorce attorney. Math, teaching and creative problem solving are my life-long passions. I've helped several students memorize math concepts and improve their standardized testing scores by this personalized word problem approach.

Perfect for Homeschoolers. I have yet to find a math homeschooling curriculum that gives adequate practice in any one topic. So often our children are given the front of a workbook page to learn a topic, and the back of the page to master it. It's just not enough practice.

Saxon seems to be very popular now, but I find that even Saxon does not provide the practice needed for the average child to truely master a topic - especially multiplication, and especially applying multiplication to word problems. So this 600 personalized multiplication word problem workbook is the perfect supplement to any math curriculum that you are using. You can let your child do the whole book, or give it to your child by the individual "times tables," or give various pages together. The PDF is perfect for downloading and printing the pages as you need them. The spiral bound is perfect for busy homeschoolers who are juggling enough things without needing to add printing pages to the list.

Perfect for Parents who want to help their child master the multiplication tables. So many parents help their child with multiplication homework while wondering if they are truly using the best approach. How do I stay positive when my child is floundering? What if my child can't learn this? Am I doing the best I can in coaching my child in this subject?

For some reason, I was given the gift of understanding how kids think about math. This gift allows me to help parents to teach their own children multiplication - without the kicking, screaming or crying. Now, you can help your child learn his/her multiplication tables while knowing that you are truly using an effective method to help your child master the memorization and the application of the multiplication times tables.

Perfect for the child that could use a little extra practice. Let's say that your child learned the times tables last year. And, your child pretty much knows it, but it's not an automatic reflex.

Well, that means that your child knows, but has not yet mastered, the multiplication tables. Maybe you've been wondering what else - other than boring drills - you could do to help your child master the multiplication tables. Well, what better way than personalized multiplication word problems. Applying math concepts to word problems is the surest way to master any math concept. And, doing personalized multiplication word problems is the most fun way to do it!

Great Value at $17.95 for the PDF version, or $27.95 for the spiral-bound workbook(plus 4.95 shipping & handling for the spiral-bound workbook). No book even exists with 600 multiplication word problems. And, there is no product that customizes multiplication word problems to your child's specific interests. Consider that just a regular off-the-shelf math workbook costs about $10 to $20.

Answer Key included in every PDF and workbook.

Personalized word problems can include your child's own name, siblings and relatives, friends, hobbies, interests, what he/she wants to be when they grow up, clubs, favorite color, pet(s), favorite sports team, favorite sport, favorite food, favorite dessert, favorite game, favorite movie, favorite musical performer/band, etc. Simply reply to the email that you receive when you order the book.

Order Your Child's Personalized Multiplication Word Problem Workbook in PDF Format Here:

Order Your Child's Personalized Multiplication Word Problem Workbook in Spiral-Bound Workbook Format Here:

TOOL #2

12 Steps to Practicing the Multiplication Tables

with Your Child

When you are teaching and practicing the times tables with this method, you will be using techniques that result in your child automatically being able to do word problems!  What a gift!  That means that in 2 years when word problems become a huge part of math exercises and testing, your child will be able to embrace them without anxiety because you have already hard-wired the concept into his/her math-brain.  Wow!

So, here are the 12 Steps to helping your child learn the times tables in a one-to-one dialogue!

1. Un-furrow your brow and smile and have a spirit of enthusiasm.  This will be your disposition throughout this block of time with your child.

2. Decide in your heart and mind that this small block of time with your child is going to be a light-hearted fun time – even if you are under time, money, child-rearing, marriage, and job pressures.  Decide in your heart and mind that even if your child gets every question wrong all of the time, you will only be supportive, gentle, kind and encouraging.  Decide in your heart and mind that if your child can try over and over again, you can match his/her efforts with encouragement – regardless of the number of attempts.

3. Decide in your heart and mind to be completely, totally, irrevocably focused on completely connecting with your child on this activity.  You will not be distracted by anything – the television, your mind wandering to the checkbook or the shopping list or work.  Trust me, if you make this commitment to yourself and you follow these instructions, you will have more than enough brain-work to do during this practice session.

4. Decide that the amount of time (adults are obsessed with time) for this activity is irrelevant.  The objective, as defined by the process below, will determine the amount of time.  You just eliminated tons of pressure.  If you have your own personal time constraints, keep it to yourself – do not tell your child “we only have 10 minutes so let’s go.”  That builds pressure, and pressure kills both teaching and learning cells.

5. Commit to yourself to remove the words, “you need to” from your vocabulary for this small block of time.  Thus, during this time with your child, you will not say, “Honey, you need to remember that 2 times 4 is always 8.”  “Sweetie, you need to focus on what we’re doing.”  “You need to really be practicing more every night.” Etc.  The words “you need to” are just PRESSURE words.  Think about it.  When someone tells you that “you need to,” then instantly, almost subconsciously, a pressure button is triggered in your gut.  You would much rather have your innate desire to contribute and create be accessed, than have your pressure button pushed.  Be wise with your words here.  So, anytime you feel the urge to say “you need to,” choose instead to just take action yourself and do it!  For example, let’s say your child is getting distracted during this practice session, and you feel yourself about to say, “you need to get focused on what we’re doing.”  Then, instead of saying that, take action – do something that actually causes your child to become focused on what you’re doing.  (Notice how I subtly and quickly shifted the burden and performance responsibility to your parenting skills.)  The more successful at this parenting skill YOU become, the more your child will succeed at his/her own challenges.  Amazing how that works, isn’t it?

[Notice that the first 5 steps are completely within your control and responsibility.  After you’ve practiced this a bit, Steps 1 through 5 will become automatic – and miraculously – you’ll start applying it to lots of other activities and interactions with your child – with similar positive, successful results!   Hmmm, this seems to parallel your child’s memorization of the times tables – so that it too becomes automatic – and so that he/she too can apply the knowledge to other scenarios!  Amazing how this works, isn’t it?!]

6. Ask your child to bring you the times tables chart (because his/her teacher will have given him/her a chart, or the child will have made one).  Tell your child that you need it in case you forget an answer.  This immediately empowers your child with the idea that he/she might be able to teach you something.  8, 9, and 10-year-olds love to contribute to their world and help others.  So, this taps into your child's INNATE desire to be helpful.  Anytime you can tap into a child’s natural desire (to be helpful, to create, to explore, to imagine), you are on your way to success.

7. Ask your child which times tables he/she already knows by heart (usually the 1s, 2s and 10s).

8. Ask your child which times table they would like to learn today.  Notice, I did not say “work on.”  Who likes to “work on” anything?  Isn’t it always more fun to “learn” or “play” with something than to “work” on it?  Use language to your advantage here.

9. In a fun, supportive, environment, it is common for a child NATURALLY, on his/her own volition, to choose the harder tables, e.g. 11s or 12s.  If your child picks the easiest tables, go with the flow and say “okay.”  In fact, whichever table your child picks, enthusiastically say “okay great.”  And you will be feeling like “boy oh boy is this going to be great,” with the same anticipation of sitting down to your favorite movie with your favorite movie-snack-food.  At this point, your child (who may have been feeling burdened by the weight of this seemingly-Herculean task of times tables) will be looking at you with wide-eyed amazement of “What’s gotten into Mom/Dad? They sure are acting weird.”  But “weird” in this context is good.  The excitement, anticipation and enthusiasm is starting to stir good feelings in your child’s gut, that will help rid them of the anxiety.

10. Work with only 3 equations within that one times table (for example, if your child picks the 12 times table, then work with only 12 x 4, 12 x 5 and 12 x 6).  When those three equations are mastered, you can do another set of three.  Think of it in terms of exercising.  You exercise in sets of 10 repetitions.  Maybe you will do 5 sets or 8 sets of 10 sets.  But, you approach it in sets of 10.  That means that you have mastered doing 10 repetitions.  Once you master 10 repetitions (and we call that a “set”), only then you are prepared to do another set.  Well, with times tables, approach it with the understanding that a set is 3 equations (12 x 4, 12 x 5 and 12 x 6).  Once your child masters those 3 equations (that “set”), only then is he/she prepared to do another set.

11. Refresh your memory about people, places and things that your child is interested in – or even, passionate about.  If you know the topics but not the details, review them with your child first.  For example say, “You know that movie, “High School Musical” that you love, who is your favorite character in that movie?”  “Oh, and what is ____’s best friend’s name?”  “Oh, and does ____ have a boyfriend in that movie?  What is his name?” 

[Notice that Step 11 can apply to all math assistance that you ever give to your child in the future – including S.A.T. help in 8 years!]

12. The Rule of Thumb with math mastery is to repeat everything 3 to 5 times.  Actually, this is the same Rule that public speakers use when delivering a message to an audience.  They repeat a particular point 3 to 5 times, because listeners only actually absorb, or “hear,” the information after that number of repetitions.  Keep this Rule in mind when reading the “Dialogue.”

TOOL #3

Sample Dialogue

Now that you have the basic 12 Steps, here is a Sample Dialogue: [C = child, P = parent]

C:  I want to do the 12 times table.

P:  Okay, great.  We’ll do 12 times 4, 12 times 5 and 12 times 6.

P:  What is 12 times 4?  [There are 2 responses:]

     C:  I don’t know.    P:  Okay, 48.     C:  48.

     C:  48.     P:  Great.

P:  What is 12 times 5?   [There are 2 responses:]

     C:  I don’t know.    P:  Okay, 60.     C:  60.

     C:  60.     P:  Great.  Wow, you really know this stuff.

P:  What is 12 times 6?   [There are 2 responses:]

     C:  I don’t know.    P:  Okay, 72.     C:  72.

     C:  72.     P:  Great.  Wow, you really know this stuff.

P:  Okay, so we have 48, 60, 72.  What do we have?  [You are essentially asking your child to repeat it, but in a more conversational, than a didactic, way.]

C:  48, umm???

P:  Say it after me: 48, 60, 72.

C:  48, 60, 72.

P:  What do we have?

C:  48, 60, 72.

P:  Hmmm, I think I forgot the numbers, what were they again?

C:  48, 60, 72.

P:  I’m still not sure I have them memorized, what are they?

C:  48, 60, 72.

P:  Can you say it 3 times fast?  [By this point your child definitely thinks you’ve been smoking something goofy.]

C:  48, 60, 72, 48, 60, 72, 48, 60, 72.  [panting and smiling]

P:  Let’s see, backwards that would be 72, hmmm, 60, then ___?

C:  48.

P:  Great.  Okay, I see, 72, 60, 48.  What is that backwards again?

C:  72, 60, 48.

P:  72, then what?

C:  60.

P:  Then what?

C:  48.

P:  What was the first one again?

C:  72.

P:  Okay, what is it backwards again?

C:  72, 60, 48.

P:  Can you say that 3 times fast?

C:  72, 60, 48, 72, 60, 48, 72, 60, 48.

P:  Wow, you sure do know these numbers!

P:  So, 48 is 12 times 4.  60 is 12 times ____?

C:  I don’t know.

P:  60 is 12 times 5.  What is 60 again?

C:  12 times 5.

P:  Great.  And 72 is 12 times 6.  What is 72 again?
C:  12 times 6.

P:  Okay, let’s say them together.

P&C:  12 times 4 is 48. 12 times 5 is 60. 12 times 6 is 72.

P:  Great.  Okay. 12 times 4 is ___.

C:  48.

P:  Great.  12 times 5 is ___.

C:  60.

P:  Great.  12 times 6 is ___.

C:  72.

P:  Great.  Okay, now tell me all three of them completely again starting with 12 times 4.

C:  12 times 4 is 48.  12 times 5 is 60.  12 times 6 is ummm, I forget.

P:  That’s okay.  12 times 6 is 72.  What were the 3 numbers again – 48, 60, and 72.  What are the three numbers again?

C:  48, 60, 72.

P:  Right.  So, let’s say all three of them completely again starting with 12 times 4.

C:  12 times 4 is 48.  12 times 5 is 60.  12 times 6 is 72.

P:  Great!  Wow.  You sure are getting great at this!

[Now, we transition into the real life scenarios in order to really solidify and master these concepts.  At first your child might appear to completely forget all of the numbers he/she just told you – i.e. he/she might appear to completely forget everything you just accomplished.  BUT, that is not the case!  Your child’s brain is just taking some time to apply the newly-learned information to a different format.]

[Let’s use the real life scenario of a daughter who is learning the times tables and she has a brother Billy, 2 girlfriends named Sally and Adrian, a cat, a dog, loves horses, has a favorite pop-star-singer named Tiffany, has 3 living grandparents, 4 cousins, has had at least 3 teachers, one principal, has had at least 2 babysitters, etc.  See all of the material you have to work with?]

P:  Okay, let’s say me, Billy, Sally and Adrian each ate 12 cookies.  How many cookies did we eat all together?

C:  I don’t know.

P:  Well, let’s see [use your fingers to show your child].  There’s me, Billy, Sally and Adrian [showing her 4 fingers], how many is that? 

C:  4

P:  Right!  Alright then, each of the 4 [showing her the 4 fingers] of us eat TWELVE cookies – that would be like 4 times 12, right?

C:  Right.

P:  So, 4 times 12 is what number again?

C:  I don’t know.

P:  That’s okay.  What were the 3 numbers we were learning? 48 . . .

C:  60, 72.

P:  Okay, what were the 3 numbers again?

C:  48, 60, 72.

P:  Right.  So, 4 times 12 was which number?

C:  48.

P:  Right, so 4 of us times 12 cookies is which number again?

C:  48.

P:  Great!  Okay, you get this!  Okay, let’s do it again.

[You’re going to practice 12 times 4 equals 48 word problems 3 to 5 times so that your child can master this word problem format.]

P:  Okay, so, let’s say you had 4 horses.

C:  I have 4 horses!  Oh boy!  I love horses. [and there she goes – getting distracted – that’s okay – let her finish talking about her fantasy because they will make her the next exercise absolutely lock into her brain very concretely.]

P:  So, one day you decide you want to give the horses a really great treat because they’ve all been training so hard.  You want to give each of them 12 carrots.  How many carrots would you need.

C:  Ummm, that’s 4 horses and 12 carrots, so is that the 4 times 12 thing again?

P:  Yes.

C:  So, is that 48?

P:  Absolutely! Great job.  Now, you want to ride each of the 4 horses around the ring 12 times, how many times would you ride around the ring ALTOGETHER?  [Notice, “ALTOGETHER” is a very BIG multiplication word.  Use it often.]

C:  Oooh, I know – 48!!!

[Now, you’re going to go through the same process with real life situations for 12 times 5 and 12 times 6.]

[Some examples for this situation would be:

P:  Let’s say your 4 cousins and Tiffany – all 5 of them – went to the movies and each of them ate [because eating is much easier to picture in a funny way, than just buying] 12 buckets of popcorn.  How many buckets of popcorn did all of them eat ALTOGETHER?

P:  Let’s say you, me, Billy, Grandma, Grandpa, and Granny, all 6 of us - all went to a restaurant and we each ordered 12 glasses of milk.  How many glasses of milk would that be ALTOGETHER?

P:  Let’s say our dog, and 4 of the neighbors’ dogs – how many is that – 5 pets – all went on an adventure and they each found 12 bones.  How many bones is that ALTOGETHER?

P:  Let’s say Grandma and Grandpa took you, Billy, and your 4 cousins (or your 4 favorite friends) to the Zoo, and each of you took 12 different photos of the animals, how many photos would that be ALTOGETHER?

Now, after your child has mastered the real life scenarios for all 3 equations, refresh his/her memory of the numbers, to complete the cycle:

P:  Great!  Wow, you REALLY know these now!  Okay, what are our 3 answers again?

C:  48, 60, 72.

P:  What are they backwards?

C:  72, 60, 48.

P:  And what are the whole sentences again?  12 times . . .

C:  12 times 4 is 48.  12 times 5 is 60.  12 times 6 is 72.

P:  Great!

Now, during the day, or later that evening, in NON-PRESSURE WAY, casually apply what your child has learned to his/her current situation.  If your child doesn’t remember the answer, just supply him/her with it (and make a mental note to yourself to do those again).  The PURPOSE:  The ONLY purpose for this is your child’s PRIDE!  Your child wants to enjoy the accomplishment of his/her new-found abilities and math-muscles!  So, let them FLEX!!!  That is the purpose – to let your child flex and show-off (to him/herself or others) his/her new-found strengths and abilities.  Positive reinforcement only!

Here’s what that would look like:  Maybe you’re eating dinner, sitting around the table and there’s 4 of you (or 3 of you plus a dog), and you’re talking about what ever, and someone asks for more milk.

P:  Honey, if each of the 4 of us drink 12 glasses of milk, how many glasses of milk would that be ALTOGETHER?

C:  [Very proudly]  48!

P:  Great!  [and then leave it alone – don’t do it incessantly]

Set it up so that your child goes to bed with a sense of self-confidence about his/her mastery today.

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