Get Your FREE 5-part Mini-Course: “5 TIPS to Wealth Training Your Kids” Name Email Kids’ Bank Book Home Get The Kids’ Bank Book Now FAQ What you wish your parents had taught you about money What you wish your parents taught you - MORE How to Teach the Times Tables to Your Child - FREE Did You Know that 10% of All Net Profits from the Sale of this Book is Donated to Champ Homes? Champ Homes are “Places of Hope, Built on Faith,” located on Cape Cod, Massachusetts. “We work tirelessly for our live-in residents, and for any at-risk, homeless members of our community who come to us for help. We care for anyone, male or female, from 17 to 70, who is in need of supportive, low-cost housing, who wants to be part of a nurturing family group. Champ Homes provide a haven for folks who are physically disabled, in recovery from drug or alcohol abuse, mentally ill, and all those in need in some way or the other.” Since its founding in 1992 by Paul and Carolyn Hebert, “more than 700 previously homeless individuals have been sheltered, fed, clothed, respected and loved since the Hebert’s opened their hearts and the doors to CHAMP HOUSE ... a haven for the homeless on Cape Cod! And, hundreds of these "CHAMPS" have successfully gone back into the community to lead healthy, productive lives, and in turn reach out to help others.” Get Your FREE 5-part Mini-Course: “5 TIPS to Wealth Training Your Kids” Name Email About the Author Theresa A. Markham, Esq. loves living in scenic Northwest New Jersey with her husband, Chuck, and daughter Zoe, who are visited by her soon-to-be college-graduate step-daughter Samantha. Her law firm (www.markhamlawyer.com), crafts creative solutions for her clients’ financial disputes, while helping them grow through difficult life challenges. Prior to relocating New Jersey several years ago, she lived in Manhattan and worked on Wall Street. She has had two of her letters published in the New York Times’ Letters to the Editor, and has been featured in the American Bar Association Journal. She is grateful for the fabulous education she received at Fordham University School of Law (over a decade ago), as well as for her world-class church (for which the family commutes to Manhattan), Marble Collegiate Church, and wonderful minister, Dr. Arthur Caliendro, (who shared the pulpit for several years with Dr. Norman Vincent Peale before assuming the role of Senior Minister). A confirmed math-nerd, she loves playing with the family in the evenings, quilting (with its combination of geometry and art), driving through the countryside, making snow angels, and baking anything with lots of sugar, butter and white flour (preferably sugar cookies). She’s from a blended family – of both Red Sox and Yankees fans – of course, she cheers for the boys in red (it’s the irresistible underdog advocate instinct). Originally from just outside Fall River, Massachusetts, she occasionally “paks her cah in the yahd” and has to drive to Boston for real clam chowder and baked beans. Get Your FREE 5-part Mini-Course: “5 TIPS to Wealth Training Your Kids” Name Email Get The Kids’ Bank Book Now The Benefits of Downloading Your Copy Of The Kids’ Bank Book Get The Kids’ Bank Book Now Get it Now! Get it Fast – takes less than 2 minutes Easy download link following your order – no unzipping and no rocket scientist degrees required No shipping or “Rush” delivery charges In time for Christmas/Chanukah gift giving In time for the monetary Christmas/Chanukah gifts that your children are about to receive In time to get a smart start to the New Year A Quick Read – you can start the system tomorrow Easy to apply and tailor to your family’s specific financial situation Complete, Money-Back Guarantee The Kids’ Bank Book Complete, Money-Back Guarantee I want you to get your family – for generations to come – on the road to financial freedom. I want you to enjoy reading the book, using the bank, and watching your children grow and be happy with their new-found wealth habits. If, within 60 days, you are not fully satisfied with the book, e-mail me or call me for an absolute no-questions no-hassle refund. If you give the book as a gift, your recipient enjoys the same guarantee. Get The Kids’ Bank Book Now Excerpts from The Kids’ Bank Book “The purpose of this book is to help parents instill an “abundance mentality” and wise money management in children to such an extent that by the time children go to or graduate from college, managing money wisely is second nature to them. It is about (1) good money habits, and (2) understanding how to have money work for you (not the other way around).” “Most people think that the theory is worthless without the technique, so the tools and technique part of the book is really there to help assure your success with your child. I have included a lot of examples of HOW TO do it in real life - because that's where things usually fall apart.” “You have chosen to give your child certain monies so that he/she can practice with it and develop great life-long habits to promote his/her life-long financial wealth and abundance.” “Your financial abundance, when matched with your joyful, loving, creative, authentic body, heart, mind and spirit, creates more abundance in the lives of others.” “Imagine yourself having financial abundance so that your ROI (Return On Investments) income was so sufficient that you used 25% for your comfortable (as defined by you) living expenses, 25% for big-ticket item savings, 25% returned to be added to the investments, and 25% for donations. Would you feel good about that?” “That is what we are teaching our children.” Get The Kids’ Bank Book Now If you liked Robert Kiyosaki’s “Rich Dad, Poor Dad,” or Cash Flow 101 Game, or David Bach’s “The Automatic Millionaire,” you’ll love this book! If you, like Ben Stein, and admired and respected the recently departed economic genius Milton Friedman, who was a champion of freedom, individual responsibility, and free markets (read Ben Stein’s article/tribute to him here), you’ll love this book! The Kids’ Bank Book gives you a unique, fun, creative method so that you can pass the financial wisdom on to your children!! If you haven’t read these books or played the game, chances are your family needs The Kids’ Bank Book! Get Your FREE 5-part Mini-Course: “5 TIPS to Wealth Training Your Kids” Name Email Get The Kids’ Bank Book Now

How to Teach the Times Tables to Your Child [the Fun, Fast, Effective Way!] 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 know – “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 4^th grade does. However, it is also crucial that parents have tools, tips and strategies to help their children do this in a way that is fun, fast and effective. Now, here’s the bonus: 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’s how to help your child learn the times tables the fun, fast and effective way. It works almost instantly! 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. 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 continually be only 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. 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. 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. 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?!] 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 them with the idea that they 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 that INNATE desire. 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. Ask your child which times tables he/she already knows by heart (usually the 1s, 2s and 10s). 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. 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, you 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. Work with only 3 equations within that one times table (for example, if your child picks the 12 times table, then work with only 4 x 12, 5 x 12 and 6 x 12). 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 (4 x 12, 5 x 12, and 6 x 12). Once your child masters those 3 equations (that “set”), only then is he/she prepared to do another set. Refresh your memory (make some notes if you want to) 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?” Make notes. If you’re struggling with this, try these suggestions: PEOPLE · Movies/T.V. shows – Your child knows the names of the characters of his/her favorite movies/shows. Star Wars, Disney Princesses, etc. · Friends/Kids/Teachers at School/Neighborhood/Church · Family members, relatives · Sports idols, Celebrities · Musicians · Pets (yes, I know, pets are technically not “people,” but they have names and personalities, which for math word-problems, fits the bill) PLACES · That you’ve lived · In the neighborhood · That relatives live in · In the movies/shows that the child loves · That the child loves to visit THINGS · Favorite hobbies and interests, e.g. horses, car collecting, stuffed animals, clothes, shopping, transformers, crafts, music, sports, going to the park, surfing, etc. · Favorite foods · Favorite toys, games · Favorite books [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!] The Rule of Thumb with math mastery is to repeat everything 3 to 5 times. Actually, this is the same Rule that speakers of all sorts use when speaking 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.” Now that you have the basics, here is the Dialogue: [C = child, P = parent] [By now, you have casually placed the chart aside because this is really a fun dialogue between the 2 of you for which the chart is unnecessary.] 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. ______________________________________________ Do you have a question about teaching your child the multiplication tables (“times tables”)? Email us at: markham@kidsbankbook.com Do you have a question about these tips and techniques? Email us at: markham@kidsbankbook.com Did you use these tips and techniques and have comments, suggestions or inspiration for us or others? Email us at: markham@kidsbankbook.com Would you like to see more information or tips offered here? Email us at: markham@kidsbankbook.com

© 2006 Theresa A. Markham, Esq.

markham@kidsbankbook.com

(973)764-8811