2012 Teacher Training Manual - TouchMath

www.touchmath.com • 1-800-888-9191 TouchMath Teacher Training Manual © 201212

TouchMath Multiplication

Skip (or sequence) counting is a critical skill for multiplication, division and higher mathematical development. Students will need auditory stimulation, visual patterning cues and tactile reinforcement to help master this skill. Mastery of skip counting will lead to an understanding of fractions and build a framework for basic algebra.

Suggested activities:

1. Teach one sequence at a time. Start with the 2s sequence: 2, 4, 6, ... to 20. Teach each sequence for the 2s, 3s, ... through 9s.

2. In Example A, add the 5s in each row. Then say the numbers in the boxes to skip count by 5.

3. In Example B, skip count by 7, shading each square containing a number in the7s sequence. Then draw a path throughthe maze.

Skip Counting PracticeExample A

Example B

This skill is presented in the TouchMath Second Grade and Upper Grades materials.Free sample worksheets available online.

TouchMath Teacher Training Manual © 2012 www.touchmath.com • 1-800-888-9191 13

TouchMath Multiplication CONTINUED

Example A Example B

“Using TouchMath TouchPoints is far more achievable than using manipulatives.” Merell Liddle, Australia

“I brought TouchMath to this school. Many of the parents have been asking about it because they are seeing the improvement at home. TouchMath integrates visual with tactile learning and makes it easier for students to learn (math). It stays with them and that is the key.” Elizabeth Mitchell, Canada

“The children are all excited to be able to do math like everyone else.” Doreen Karni, Israel

“When I saw your program, it was as though your developers could read the way my mind works!” Terrie Brown, Taiwan

“I have used TouchMath materials for the last eight years in Warsaw, Poland, and they’ve been great!” Kay Lynne Matheson, Poland

For stories and testimonials, visit www.touchmath.com.

1. Teach the Multiplication Statement: “I skip count by one number while touching the TouchPoints on the other number.”

2. For example A, skip count by 2 while touching the TouchPoints on the 6: “2, 4, 6, 8, 10, 12.”

3. Record the answer: 12.

4. Reinforce facts by repeating the problem and answer aloud.*

5. In Example B, repeat the multiplication process counting by 4 on the TouchPoints of the 5.

6. Multiplication problems without the TouchPoints allow students to respond to a multiplication problem in different ways. Students may remember the fact and not use the TouchMath strategy, or they may count by the number of their choice on the other number. Often students will learn to “touch” the points visually in order to “figure out” a product.

Beginning Multiplication Practice

* This step engages auditory learning and is key in helping students memorize number facts.


TouchMath Worldwide

www.touchmath.com • 1-800-888-9191 TouchMath Teacher Training Manual © 201214


Example A Example B 1. Teaching multiplication without regrouping by starting with the arrow statement: "I start on the side with the arrow. The arrow is on the right side." For example A, skip count by 3 while touching the TouchPoints on the 2: “3, 6.”


3. Skip count by 3 while touching the TouchPoints on the 3: “3, 6, 9.”


5. In Example B, multiply the ones (O) column and the tens (T) column. Then move to the hundreds (H) column.

Note: Repeating more difficult problems and answers will ensure students learn to read and recognize large numbers.

Multiplication Without Regrouping Practice


TouchMath Made It Fun: Reflections of a TouchMath Student

As a young student, Meghan Roussel hated math. Today, she is a civil engineer. What transformed this frustrated child into a confident woman pursuing one of the most difficult quantitative professions? She attributes her success to TouchMath.

“Even after years of theoretical and applied mathematics, I sometimes return to TouchMath as an old friend. I revert back sometimes in high-stress situations when I need to take a deep breath and get into my comfort zone. I return to sequence counting and see the dots on numbers. They’re still in the back of my mind, and they help.

“I remember bright colors and ‘friendly math.‘ I remember TouchPoints, flashcards, repetition, and solving problems until I got the hang of it.

“TouchMath gives children a solid basis for math. It’s easier to understand because it’s visual. They learn that math is fun. It’s extremely beneficial if you get that idea clicking.”

For the complete story, visit www.touchmath.com.

Meghan RousselEnvironmental Engineer

Texas

TouchMath Teacher Training Manual © 2012 www.touchmath.com • 1-800-888-9191 15


Example A Example B 1. Begin teaching multiplication with regrouping by teaching the regrouping statement: "I must regroup if my answer is greater than 9." For example A, skip count by 8 while touching the TouchPoints of the 7: “8, 16, 24, 32, 40, 48, 56.”

2. Write the 5 tens in the box first. Then write the 6 ones in the ones column.

3. Count by 8 while touching the TouchPoints on the 6: “8, 16, 24, 32, 40, 48.”

4. Add the tens in the box: 49, 50, 51, 52, 53.


6. In Example B, repeat the process as you multiply by 5. Then move to the hundreds (H) and thousands (TH) columns.

Note: When multiplying, the student may select either the multiplier or multiplicand to skip count by. However, it is best to begin teaching multiplication with consistent usage of the multiplier.

Multiplication With Regrouping Practice

This skill is presented in the TouchMath Upper Grades materials.Free sample worksheets available online.

TouchMath is Based on Sound Research

College educator and author Dr. Beth McCulloch Vinson has conducted extensive research in the field of math education and has this to say about TouchMath:

“Effective instruction comes from appropriate portrayal of the concept, modeling, guided practice, and plenty of independent practice. TouchMath’s sequential learning strategy provides a sense of numeration and then progresses toward more complex skills and concepts.

“From the student’s perspective, one of the benefits of TouchMath is that activity pages don’t have extraneous images or symbols.

“When children develop effective skills through the TouchMath Program, they are able to focus on real-life application.

“TouchMath is the best method available for making mathematical symbols more understandable. It bridges the gap between the concrete and pictorial levels to the symbolic.”

Dr. Beth McCulloch VinsonAssociate Professor of Education

Alabama

Documents

2012 Teacher Training Manual - TouchMath