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Product Description

These cards are created to be used “backwards” by showing the PRODUCT first and having the student give the EQUATION(s) that correspond. Because there are sometimes multiple equations with the same product, the cards are made to show all of the equations that will equal the product shown on the card

You can also use the cards the more commonly used way by showing the equation(s) and then have the student provide the product. This allows the student to have extra “hints” or extra help with those equations which may be more difficult to solve (due to the fact that there is more than one equation being displayed).

The goal of learning the multiplication facts in this "REVERSE" manner is so that students are provided with the “answers” to multiplication problems. Having seen the answers over and over, the student begins to develop a working memory of those numbers which ARE answers to multiplication problems rather than making random number guesses (as some tend to do).

For example, a student will NEVER see the number 53 as a product of the multiplication facts 1 - 12, so he will never insert that number into his memory. However, he will see the number 12 frequently. He will then establish the number 12 as being the answer to several multiplication problems....and then can begin learning to which problems it partners.

In other words....

Students will learn that 2, 4, 16, 40, 54, 60, 72, 108, etc ARE products of multiplication problems 1-12...

and that the numbers 13, 17, 19, 23, 31, 37, 41, etc. are NOT because those numbers NEVER appear on these flashcards.

Students will begin to recognize and remember the numbers that continually appear...and thus those numbers will become part of their “multiplication psyche.”

They will also learn that some PRODUCTS have more than one corresponding EQUATION because these are displayed on the back of the card!

Check out the SAMPLE flashcards for the 1's multiplication facts. Students will learn that for the PRODUCT 12, there are several equations... 1 x 12, 2 x 6, 3 x 4....WOW...If they learn one product, they have 3 equations that will correspond.

Thanks for your purchase,

Casey Seasholtz

You can also use the cards the more commonly used way by showing the equation(s) and then have the student provide the product. This allows the student to have extra “hints” or extra help with those equations which may be more difficult to solve (due to the fact that there is more than one equation being displayed).

The goal of learning the multiplication facts in this "REVERSE" manner is so that students are provided with the “answers” to multiplication problems. Having seen the answers over and over, the student begins to develop a working memory of those numbers which ARE answers to multiplication problems rather than making random number guesses (as some tend to do).

For example, a student will NEVER see the number 53 as a product of the multiplication facts 1 - 12, so he will never insert that number into his memory. However, he will see the number 12 frequently. He will then establish the number 12 as being the answer to several multiplication problems....and then can begin learning to which problems it partners.

Students will learn that 2, 4, 16, 40, 54, 60, 72, 108, etc ARE products of multiplication problems 1-12...

and that the numbers 13, 17, 19, 23, 31, 37, 41, etc. are NOT because those numbers NEVER appear on these flashcards.

Students will begin to recognize and remember the numbers that continually appear...and thus those numbers will become part of their “multiplication psyche.”

They will also learn that some PRODUCTS have more than one corresponding EQUATION because these are displayed on the back of the card!

Check out the SAMPLE flashcards for the 1's multiplication facts. Students will learn that for the PRODUCT 12, there are several equations... 1 x 12, 2 x 6, 3 x 4....WOW...If they learn one product, they have 3 equations that will correspond.

Thanks for your purchase,

Casey Seasholtz

Total Pages

56 pages

Answer Key

N/A

Teaching Duration

N/A

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