I have a confession to make: I get uncanny joy out of multiplication squares. You know, the 12 X 12 matrix that allows it's user to systematically write out all of their multiplications from 1 - 12. I also get great delight from beating elementary aged students in timed multiplication squares. I can make it sound mature by saying that I'm helping kids sharpen their much needed multiplication skills, which is critical knowledge for succeeding in school and consequently reaching their potential. But let's get real, I get an ego boost by racing and beating 10 year olds in multiplication squares. I'm not proud of this.
Every Tuesday I am the "grade mom" for our fifth graders at MLKU (tutoring program in the Kimberly Park neighborhood). As part of my duties, I have to make sure that my fifth graders have academic activities during the hour of tutoring time, especially if they do not bring homework. Nine times out of ten, if one of my fifth graders does not bring homework or finishes their work before our time is done, I will ask the student and tutor to work through a multiplication square.
The importance of knowing multiplication was highlighted when I proctored an end of the year test for an elementary school student at Forest Park Elementary. I happened to be in a room with just one student. The student struggled through the math portion and wasn't able to finish within the allotted time largely because she had to use her fingers for all of the problems that dealt with multiplication. It was difficult to watch how much time she wasted as she relied on her fingers. Hence one of the reasons that I heavily promote multiplication squares at MLKU.
My students have mixed emotions about their repeated practice of the m. square (as I affectionately call it). The better mathematicians are eager to show off their skills by breezing through the exercise. Most, however, are willing to participate, but struggle to complete the square in a timely manner many times getting tripped up on their 7s, 8s, and 9s. Two of my students that fall into the latter category are G and D. This past Tuesday I had interesting interactions with these two students and their m. square.
I picked up G and his siblings as usual; he was exceptionally excited to get in the car and go to MLKU. I asked him why he was so excited, and he responded, "I get to work on my multiplication square with Mr. Daniel!" Mr. Daniel, his tutor, had mastered the skill of making math fun. He allowed G and his cousin A to race and encouraged them all the way through. And sure enough when we had completed our arts classes, had dinner, and got ready for tutoring, G was eager to hit the m. square. He spent much of the hour of tutoring time working through one square. While I was thrilled for his enthusiasm, I was saddened by how challenging the square was to him. It reminded me of how important is was to provide supplementary help for students in Winston-Salem. As I was working with G on some of the harder multiplications, another tutor came to me and told me that her student, D, was not willing to work on her square. Knowing D, I decided it was best to take her outside and personally work with her. When I sat down with her, it quickly became obvious that the multiplication square was really difficult for her and she was frustrated by not being able to complete it. In her fifth grade mind and heart, her coping mechanism for not being able to complete the m. square was to shut down. Her self-esteem was shaken. And I understood; I was empathetic and could understand her frustration. So together we worked through each number. She breezed through the first five numbers and I praised her for being so smart. Quickly she went from tears to smiles. As soon as we hit the 6s, she began to struggle. We devised a system where she could use her fingers to get the answers. She used her fingers and would tell me each multiple; I'd write it down. After we had all the multiples of six written into the square, she would read them out loud several times. Finally she would attempt to recite her sixes from memory. When she succeeded, we had a mini party. Slowly we worked through the 6s, the 7s, then the 8s, and still the 9s. We had a easy pass with the 10s and 11s, and slowly and finally wrestled through the 12s. We were done! We had completed the multiplication square. We might as well have completed a triathlon with the amount of energy and emotion we put into the square. D went from being deflated and depressed to being proud and excited. It was a major victory.
It was a roller coaster of a night with the multiplication square at center stage. When I left MLKU, I was grateful for the holistic care we seek to provide our students. We want them to flourish spiritually, but we also want them to flourish academically. For our fifth graders, it's going to be hard for them to do so without knowing their multiplications. It was one more moment that confirmed our slogan for Calvary Community Ministries...
...to see our communities flourish...to see Kimberly Park flourish!
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