Students difficulty of simple multiplication

[Sundaram Srinivasan]

I am teaching 7th Standard maths. I used to call one of the students by turns to interact while solving a problem while others will be watching. I found that a few students at this level were not conversant with simple multiplication. For instance, a student was not able to say the answer for 7 x 8 as 56. I found that he was not at all conversant with basic multiplication tables. I just wanted to know whether other teachers had faced this problem and how they handled it.

[Priya G Aditya]

Dear all

I have no solution either, some students are yet to read simple three-letter words in class 7. The class assistant says she's worried too, I wonder if she can coach them separately.

Regards 

Priya

Sent from my iPhone

On 2 Nov 2015, at 9:14 AM, Sundaram Srinivasan <sunil...@gmail.com> wrote:

I am teaching 7th Standard maths. I used to call one of the students by turns to interact while solving a problem while others will be watching. I found that a few students at this level were not conversant with simple multiplication. For instance, a student was not able to say the answer for 7 x 8 as 56. I found that he was not at all conversant with basic multiplication tables. I just wanted to know whether other teachers had faced this problem and how they handled it.

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[bhuvana natarajan]

Hi Sundaram and Priya,

Here is my opinion, based on my experience with the last few classes.

I personally feel the goal is to understand where each student is at, and give a targeted approach while teaching . I understand this is hard. For example, I started teaching ratio, proportions , but I learnt some students couldn't do basic division, so I  trying to have a more of one on one approach while teaching , and I also encourage discussions between students and peer learning. I told my students that, by teaching someone, you will learn more.

In essence, the goal , I feel is to get them strong in basics, before trying to teach them complicated stuff.  

Regards,

Bhuvana

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[Anoop Singh]

Hello all,

Teaching students of classes 4,5,6th and above is a challenging job in rural areas because they have actually not learnt anything in lower classes (infact nothing is taught to them in lower classes). So you have to actually start from class I concepts if you really want to make them learn and understand higher concepts. For more comprehensive and effective approach I suggest eVidyalok to start an early intervention, right from class I and not as late as class IVth, Vth etc.

Regds

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[srikanth]

Hi srinivasan & All,

I am also teaching for 7th class students in AP. Yes , I do agree there are kids who can't do simple multiplications or basic tasks. But I  taken as challenge, out of 45 Min time first 15 min i'm focusing on basics and then remaining  30 Min teaching them about scheduled concept.

If you guys have any better approach I love to listen and ready to implement.

Regards, 
Srikanth.v

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[sakletme .]

 It is unfortunate kids are'nt trained enough to do basic mathematics during their initial schooling and the effect gets carried over at every level. If we can arrange one session per week to give a rigorously training on Multiplication,Division & BODMAS for students of all grades, it will be of immense help for their progress.

Regards

Sakthi

On Mon, Nov 2, 2015 at 11:22 AM, Anoop Singh <asco...@gmail.com> wrote:

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[Nandakumar Kumar]

Hi All - Just checking if anyone had success in providing class notes.

Much of my time is spent explaining concepts and I am not sure how many students take notes and in which format? When I assess them orally at the end of the chapter, I have to go back to square one to explain the concepts from the start :(


Are we expected to dictate notes to them as well (I am not a great advocate of this concept though)?


Any thoughts on how we can ensure students retention of concepts. Please share


Regards,

Nanda



________________________________
From: sakletme . <sakth...@gmail.com>
Sent: Tuesday, November 3, 2015 10:52 PM
To: Anoop Singh
Cc: bhuvana natarajan; Priya G Aditya; Sundaram Srinivasan; Teacher Discussion Forum
Subject: Re: Students difficulty of simple multiplication

It is unfortunate kids are'nt trained enough to do basic mathematics during their initial schooling and the effect gets carried over at every level. If we can arrange one session per week to give a rigorously training on Multiplication,Division & BODMAS for students of all grades, it will be of immense help for their progress.

Regards
Sakthi

On Mon, Nov 2, 2015 at 11:22 AM, Anoop Singh <asco...@gmail.com<mailto:asco...@gmail.com>> wrote:
Hello all,
Teaching students of classes 4,5,6th and above is a challenging job in rural areas because they have actually not learnt anything in lower classes (infact nothing is taught to them in lower classes). So you have to actually start from class I concepts if you really want to make them learn and understand higher concepts. For more comprehensive and effective approach I suggest eVidyalok to start an early intervention, right from class I and not as late as class IVth, Vth etc.
Regds

On Mon, Nov 2, 2015 at 8:33 AM, bhuvana natarajan <boons...@gmail.com<mailto:boons...@gmail.com>> wrote:
Hi Sundaram and Priya,

Here is my opinion, based on my experience with the last few classes.
I personally feel the goal is to understand where each student is at, and give a targeted approach while teaching . I understand this is hard. For example, I started teaching ratio, proportions , but I learnt some students couldn't do basic division, so I trying to have a more of one on one approach while teaching , and I also encourage discussions between students and peer learning. I told my students that, by teaching someone, you will learn more.

In essence, the goal , I feel is to get them strong in basics, before trying to teach them complicated stuff.


Regards,
Bhuvana

On Sunday, November 1, 2015, Priya G Aditya <priyag...@gmail.com<mailto:priyag...@gmail.com>> wrote:
Dear all
I have no solution either, some students are yet to read simple three-letter words in class 7. The class assistant says she's worried too, I wonder if she can coach them separately.
Regards
Priya

Sent from my iPhone

On 2 Nov 2015, at 9:14 AM, Sundaram Srinivasan <sunil...@gmail.com> wrote:

I am teaching 7th Standard maths. I used to call one of the students by turns to interact while solving a problem while others will be watching. I found that a few students at this level were not conversant with simple multiplication. For instance, a student was not able to say the answer for 7 x 8 as 56. I found that he was not at all conversant with basic multiplication tables. I just wanted to know whether other teachers had faced this problem and how they handled it.

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[Rama Sudhakar Nallapati]

Hi Nandakumar,

In my view, though making few recommended points to be noted here and there, so that the students can memorize them back at home or their free time, is recommended, providing notes is not a mandatory task. Also giving notes and expect them to study at home is a traditional process and the students anyhow get it from the teaching staff there. It is better to focus on what a student get from our classes and also clarify their doubts from the lessons taken up by the teachers there. Instead of dictating them notes and expect them to study at home, it is preferred to verify their intake.

This can be done by making them practise few examples during the class and also assign them few tasks to complete at home(strict follow up is expected).

Our main intention should be on the improvement of student attendance and it is enough if we can teach them classes interestingly.

For example, when we teach maths, guiding them to do simple maths with simple mathematical tricks or for a science class if we can show them some science experimental videos (videos that contain experiments they can do at home with the available resources).

Thanks,

RAM.

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Thanks & Regards,

Rama Sudhakar

[rupika dhurjati]

Hello everyone

I am facing the same problem as Nandakumar. I am not an advocate of giving notes too but I find the provision of concise notes better for retention.I teach 7th class science and all the scientific terms in hindi are new to them as well as to me.

grasping the main points out of all that info would be difficult for them is what I feel.

I try to give a framework of the concept on the slide and then explain it with flow chats,pictures or diagrams.

I have to write all the important terminology on the slide anyway.

Problem is that they note these things down and it takes a lot of time.

It helps when I do exercises at the end of the chapter because they know where to find the answer.

When I just explain a concept and ask a question later on,they are clueless and as they don't have it in written ,they have no visual memory of the same.

Similar to maths,many of them do not understand the basic concepts of science and I end up teaching basic topics.

What I realised is 

providing a framework notes is better than just explaining concepts.

because I am not sure how many of them will read the textbooks thoroughly.

At the end of the day,I wish them to remember and retain at least the basic concepts that are taught in the class.

**Please share how to prepare the notes and what is the format that kids are familiar with.

 

On Tue, Nov 3, 2015 at 11:12 PM, Nandakumar Kumar <Nandakum...@infosys.com> wrote:

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[Manoj Kumar]

hello everyone,

According to me we should change our teaching way , and we have to visualise of all concept to the student to solve the mathematical problem.

Regard's

Manoj Kumar  

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[Anoop Singh]

Hello to all,

The students which you are dealing with are underprivileged, unexposed blank slates. So it will be a real challenge to teach them. Common strategies and normal pedagogy won't be too successful, esp. for tribal children and you need to use techniques and examples with which they can relate to. For example, if you are using words like 'pizza', 'burger'' in your examples you will invite blank stares, so it would be beneficial to use words taken from their local environment and day today life to convey your concepts. Ideally the intervention should be earlier, from 1st class, because more late you start, more challenges you have to face. We need to understand that teaching is an art and not something mechanical and no child is dumb, it is only their circumstances that make them so.

With regards,

Anoop Singh

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[Vasudha Vt]

Hello,

        Here are few quick tips that might help:

1. Solve a worksheet with mixed set of problems from basics to get an understanding of student's' level.

2. based on the feedback design sessions by including a video followed by a hands on activity to target one concept at a time.

3. Get students to remain verbal-  they can answer questions or repeat tables.

4. Always go from simple to complex: for example if you are checking on multiplication, start with single digits followed by combinations (2 digit with one digit, 2 digit with 2 digit etc)  upto 3 or 4 digits

5. At every stage ensure that the concept is clear to every child before proceeding.

6. While working with kids individually keep the rest occupied with a question.

hope that works.

Regards

-Vasudha

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