inTABS Lesson Plans on Money

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ and money: helping young children to relate multiplication with money and saving:

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1.How much money can boys and girls save each week if they are paid $1.00 each day for doing all their chores?

 

 

 

 

 

 

 

Find the Answer in the InTabs Multiplication Book:

There are (7) days in each week:

If you are paid $1.00 each day for doing your chores, how much money will you have saved at the end of each week?

Find the correct times table in the inTabs Multiplication Book:

$1.00 x 7 Days = How much money saved: $ _$7___

1 x 7 = ____

7 x 1 = ____

How much money would you have saved in 4-weeks? _$28___

4 weeks x $7 = ____

4 x 7 = ____

Practice all the 7’s time tables with the inTABS Book:

1 x 7, 2 x 7, 3 x 7, 4 x 7, and so on…

 

 

2. How much money can boys and girls save if they are paid $2.00 each time they carry out the trash?

 

 

 

 

 

 

 

 

Find the Answer in the InTabs Multiplication Book:

If you carry out the trash 4 days during the month how much money will you have earned at the end of the month?

$2.00 x 4 Days = How much money saved: $8

2 x 4 = ____

4 x 2 = ____

How much money would you have saved in 4-months?  $32

4 months x $8  = $32

4 x 8 = ____

8 x 4 = ____

Practice the 8’s times tables with the inTABS Book:

1 x 8, 2 x 8, 3 x 8, 4 x 8, and so on…

 

 

3. How much money can boys and girls save if they are paid $3.00 each time they help washing the dishes and cleaning the kitchen?

 

 

 

 

 

 

 

 

Find the Answer in the inTABS Multiplication Book:

If you wash dishes and clean the kitchen 5 days during the month how much money will you have earned at the end of the month?

$3.00 x 5 Days = How much money saved: $15

3 x 5 = ____

5 x 3 = ____

How much money would you have saved in 4-months?  $32

4 weeks x $8 per week = $32

4 x 8 = ____

8 x 4 = ____

Practice the 8’s -times tables with the inTABS Book:

1 x 8, 2 x 8, 3 x 8, 4 x 8, and so on…

 

 

4. How much money can boys and girls save if they are paid $4.00 each time they make their bed and clean up their bedroom?

 

 

 

 

 

 

Find the Answer in the inTABS Multiplication Book:

If you make your bed and clean your room 5 days per week how much money will you have earned during the week?

$4.00 x 5 Days = How much money saved: $20

4 x 5 = ____

5 x 4 = ____

How much money would you have saved in 4-weeks?  $80

4 weeks x $20 per week = $80

4 x 20 = ____

20 x 4 = ____

Practice the 5’s -times tables with the inTABS Book:

1 x 5, 2 x 5, 3 x 5, 4 x 5, and so on…

 

 

5.How much money can boys and girls save if they are paid $10.00 per week to walk the dog give the dog a bath, and feed the dog each week?

 

 

 

 

 

Find the Answer in the inTABS Multiplication Book:

If you care for the dog as agreed how much money will you have earned in 10 weeks?

$10.00 x 10 weeks = How much money saved: $100

10 x10 = ____

How much money would you have saved in 52-weeks?  $520

52 weeks x $10 per week = $520

10 x 52 = ____

52 x 10 = ____

Practice the 10’s -times tables with the inTABS Book:

1 x 10, 2 x 10, 3 x 10, 4 x 10, and so on…

 

 

 

 

 

 

 

6. How much money can boys and girls earn if they sell 5 cups of lemonade each hour for 5 hours at $0.50 per cup?

 

 

 

 

 

 

 

 

Find the Answer in the inTABS Multiplication Book:

5 cups x 5 hours = How many cups? _25 cups___

How much money would you earn in 5-hours?

25 cups x $0.50 per cup = $12.50

How much money would you have earned in 10 hours?  $125

10 hours x $12.50 = $125

Practice the 12’s -times tables with the inTABS Book:

1 x 12, 2 x 12, 3 x 12, 4 x 12, and so on…

 

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Lesson Plans for Young Learners

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ fun games for younger children to relate multiplication to real world:

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  1. Question for the Children:

If you give 3 carrots to each of the Bunnies, how many carrots will you need?

 

Find the Answer in the InTabs Multiplication Book:

3 Carrots x 4 Bunnies = How many Carrots ____?

3 x 4 = ____

Find the answers in the inTabs Multiplication Book:

3 x 4 =

4 x 3 =

2 x 6 =

6 x 2 =

Game to Play:

There’s more 12’s time tables answers in the book, see if you can find them!

How many total _12_ times tables answers did you find?_____

 

 

 

  1. Question for the Children:

If you give 5 Soccer Balls to each of the Boys, how many Soccer Balls will you need?

 

Find the Answer in the InTabs Multiplication Book:

5 Balls x 3 Boys = How many Balls ____?

3 x 5 = ____

Find the answers in the inTabs Multiplication Book:

3 x 5 =

5 x 3 =

Game to Play:

There’s more 15’s time tables answers in the book, see if you can find them!

How many total _15_ times tables answers did you find?_____

 

 

  1. Question for the Children:

If you load 9 Santa’s in each truck, how many  Santa’s will you have loaded?

 

                

                             

Find the Answer in the InTabs Multiplication Book:

9 Santa’s x 2 Trucks = How many Santa’s ____?

9 x 2 = ____

Find the answers in the inTabs Multiplication Book:

2 x 9 =

9 x 2 =

Game to Play:

There’s more 18’s time tables answers in the book, see if you can find them!

How many total _18_ times tables answers did you find?_____

 

 

  1. Question for the Children:

If you were going to put 12 Crayon’s in each of the 6 Boxes, how many Crayon’s would you need?

 

 

Find the Answer in the InTabs Multiplication Book:

12 Crayon’s x 6 Boxes = How many Crayon’s ____?

12 x 6 = ____

Find the answers in the inTabs Multiplication Book:

6 x 12 =

12 x 6 =

Game to Play:

There’s more 72’s time tablesanswers in the book, see if you can find them!

How many total _72_ times tables answers did you find?_____

 

 

  1. Question for the Children:

If you saved $10 each month, how much money would you have saved in 6 months? ____

Find the Answer in the InTabs Multiplication Book:

10 Dollars x 6 Months = How many Dollars Saved ____?

10 x 6 = ____

Find the answers in the inTabs Multiplication Book:

10 x 6 =

6 x 10 =

Game to Play:

There’s more 60’s time tables answers in the book, see if you can find them!

How many total _60_ times tables answers did you find? _____                  

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inTABS™ Games to practice/consolidate recall of the times table

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ Games to practice/consolidate recall of the times table:

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  1. The tutor or student rolls two twelve-sided dice- let’s say we roll a 6 and a 10. The student writes their answer in their book and then corrects their answer by checking under the 6 x 10 tabs. This same activity can use an app called ‘Let’s Decide’ which is basically a roulette/spinning wheel that a teacher/tutor can create to suit a particular times table or all 144 times tables or whatever. You spin the wheel and answer the times table that the wheel lands on- student writes their answer, checks it using inTABS and spins again.
  2. A variation of game 1 would be to introduce a point scoring system using the unique shape coding feature of inTABS (the most recurring answers are shape coded: hexagon, diamond and circle) e.g. any answers that are a green square (non-most recurring answers) score 1 point, any answers that are a hexagon (24) score 2 points, any answers that are a circle (36) score 3 points and any answers that score a diamond (24) scores 4 points. Student keeps a progress tally of total points scored i.e. add points for correct answers and deduct points for incorrect answers. The game finishes when the student reaches 100 points.

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inTABS™ Instant Recall Drills for the classroom and home

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ Instant Recall Drills for the classroom and home:

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The following methods can be used individually or in pairs/groups  in the classroom or home setting with children:

‘Matching pairs’ method:

  1. A fun exercise to teach symmetry: when a child is learning a particular table e.g their x3 table, every time they open a tab on that grid, ask them to find the matching pair (i.e. the inverse) eg. 3×4 will have a symmetrical matching pair in 4×3. Children will tangibly grasp that matching pairs result in the same answer (whilst learning another table simultaneously) to familiarise themselves with the times table, backwards and forwards.

‘Find all the 12’s’ method:

  1.  Ask the child to lift all the tabs on the book to the equations that equal 12 on the book (1×12, 12×1, 2×6, 6×2, 3×4, 4×3).
  2. Retest them at intervals after inTABS is used for learning (eg. weekly) to monitor how quickly they can perform the same task.
  3. This method can be used in the same way for ‘Find all the 24’s‘ or  Find all the 36’s’ as next levels of monitoring and/or for more advanced learners.

‘Single table’ method:

  1. If the child is focusing on a particular table for learning e.g. their x3 table: work on learning that entire set until they have gained instant recall before moving on to the next table.
  2. Alternatively, open every other tab (1st,3rd,5th etc) on one particular table they are learning so children can start to anticipate the answers of the closed tabs and then alternate (2nd,4th,6th etc) until they have mastered recall of that table.
  3. Once a table is mastered, move on to the next one until they have gained mastery of the whole times tables.

Ever Diminishing Tabs‘ method:

  1. Open all the tabs on the times table that your child has not gained instant recall of as an overview of what needs to be worked on.
  2. Periodically repeat this exercise as a positive reinforcement of progress : they more they have learned, the less tabs remain open until none are open as they gain mastery of the whole times table.

Randomised equations‘ method:

  1. Ask the child a number of randomised equations from anywhere on the whole times table grid to test their maintenance or mastery of instant recall.
  2. This method is suitable for more advanced learners as well as advancing learners after extended periods of use with the inTABS book.

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inTABS™ with Tutors/One-to-One study (in classrooms or homes)

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ with Tutors/One-to-One study (in classrooms or homes): 

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These are the step by step activities we suggest to teach the times tables using inTABS in tutoring & classroom settings –  these will suit Tutors, Learning Support Staff, and Parents in 1 on 1 situations, and could be adapted to pair work, or the ‘buddy’ system in the classroom.

The inTABS book is really useful to teach number patterns, and order, as a stepping stone to learn the tables off by heart.

Let’s say you want to teach a seven year old the six times table number pattern.

Step 1

  • The teacher would start with the child putting their finger on 1 x 6, and saying 6, then they move their finger to 2 x 6, and say 12, move to 3 x 6 and say 18, and so on. If they get stuck and can’t figure the next number in the pattern (say 8 x 6), they can lift the tab, recite 48, and then move to the next number in the sequence.
  • The whole idea of this activity is to instill counting by six. When they can do it perfectly, in a confident and speedy manner, then you would reverse the activity.
  • Start with the finger on 12 x 6, child says 72, move back to 11 x 6, child says 66, and so on only lifting a tab if stuck. When the child can count backwards and forwards by six confidently and consistently, then you would take the next step and teach the 6 times tables.

Step 2

  • To teach the six times table, again ask the child to place a finger on 1 x 6 and recite “one times six equals 6”, move finger to 2 x 6, and recite “ two times six equals 12”, and so on- if step 1 has been done correctly, we doubt many kids will need to lift a tab to find an answer.

Once step 1 is entrenched, the transition to step 2 will be easy for most kids. We recommend doing this step forwards and backwards until the child can do it perfectly.

Step 3

  • This step transitions from kinesthetic engagement to recall. Now the tutor or teacher, does the pointing on the inTABS book, first as in step 1, and when that is perfect, repeat step 2.

Step 4

  • The transition from using pattern and order, to instant recall of the times tables continues. You as the teacher stick with the six times table and you do the pointing in the inTABS book. We suggest starting off pointing to every second table in order and asking the student to recite the answer… eg point to 2 x 6, child says 12, point to 4 x 6, child says 24 and so on.
  • Repeat with the ‘odd’ times tables 1 x 6, 3 x 6 etc. Then do them backwards. Then do them at random until the child knows them off by heart and doesn’t need to lift tabs to find an answer.

Step 5

  • A fun adaption to step 4 would be to reverse roles- the kids will love taking control here and doing the pointing while the tutor/teacher recites the answers. You can even ask the student to correct you if you decide to have a bit of fun and throw in the odd incorrect answer- if they’re not sure if your answer is correct, they lift the tab to see.

Step 6

  • In this step you ask the child to link numbers back to the times table we are learning. If it’s the six times table, the tutor/teacher will say, “30, how many sixes?” and the child should point to the correct tab in the inTABS book and lift the tab to check they are correct in pointing to 5 x 6…and so on.
  • To add a bit of fun to this activity, you would ask the child to keep tally of their correct answers- they must have 10 correct answers in a row before you stop the activity. If they get an answer wrong, you start from scratch again until they get 10 in a row correct. A slight variation might be saying, “30 divided by 6 is?” Child points to 5 x 6 and checks to make sure 30 is under the tab.

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inTABS™ in the classroom

inTABS™ ‘brings learning to life’ for instant mastery that lasts a life-time.

 

inTABS™ in the classroom:

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  1. If the class is working on a particular times table to learn e.g. their sevens: give the pupils time to study the 7x table by opening and closing the x7 table grid tabs.
  2. Ask the pupils now to close all the tabs on the 7x grid.
  3. The teacher instructs the pupils that they will now read a series of answers from the x7 grid and the pupils are to identify and leave open the tab with that equation which results in that answer e.g. if the teacher says 42, pupils are to correctly identify and leave open the 7×6 tab; for 63 the 7×9 tab and so on.
  4. The teacher can go around checking that the pupils have left open the correct tab before moving on to the next one.
  5. This method can also be used to test how quickly the pupils can open the correct tab and maybe offer rewards/incentives for who can do it the fastest.
  6. This method should be used to progress through each of the times tables grids and once they have completed that, the pupils can be tested on random answers and they have to open all the tabs that result in that answer e.g. for 12 they would have to identify and leave open the followings tabs: 1×12, 2×6, 3×4, 4×3, 6×2 and 12×1 and so on.

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National Crisis

Innumeracy costs the UK £20.2 Billion per year; 17 million adults (nearly half of the adult population) have numeracy at/below primary school level.

The Department for Education said it was a “national scandal” that almost half the adult population have poor numeracy skills as Britain sinks bottom of the developed world for numeracy. 

There is substantial evidence that low numeracy skills are associated with poor outcomes:

  • Employment
    People with poor numeracy skills are more than twice as likely to be unemployed
  • Wages
    Recent data by the OECD show a direct relationship between wage distribution and numeracy skills
  • Health
    In OECD and UK basic skills reports, the correlation between poor numeracy and poor health is clear; data from the British Cohort Studies have shown that there is also a link between depression and poor numeracy
  • Social, emotional and behavioural difficulties
    Children with these problems are more likely to struggle with numeracy, even taking into account factors such as home background and general ability
  • School exclusions
    Pupils beginning secondary school with very low numeracy skills but good literacy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills
  • Truancy
    14-year-olds who have poor maths skills at 11 are more than twice as likely to play truant
  • Crime
    A quarter of young people in custody have a numeracy level below that expected of a 7-year-old, and 65% of adult prisoners have numeracy skills at or below the level expected of an 11-year-old.

(Source: National Numeracy)

Poor numeracy is also a problem in its own right. It can affect people’s confidence and self-esteem. Research from a review of adult up-skilling in numeracy by the Department for Business, Innovation and Skills has demonstrated that improving numeracy directly contributes to growth in personal and social confidence.

How does inTABS™ work?

To acquire behaviour, the student must engage in behaviour…learning by doing.” (B.F. Skinner, psychologist)

stamp kinaesthetic 200x200

inTABS™ ‘brings learning to life’ for instant mastery of the times table that lasts a life-time.

inTABS™ (shortened form of Interactive Tables) is a powerful kinaesthetic or multi-sensory learning system to achieve fast and effective results.

But how does it work [you mean show me the magic, Ed.]?

Interactive Learning

Uniquely, the answers to the equations are concealed which means the learner must interact with the book to reveal the answers. This interactive or kinaesthetic element creates powerful associations between the equations & the answers for memory and instant recall.

It works by using the established principles of Conditioning from psychology: through repeated interactions between the equations and answers, strong associations are formed (Classical Conditioning); which are positively reinforced or ‘rewarded’ when the child gets the answers right (Operant Conditioning).  Thus, the end result is a conditioned or automatic response when the equation alone is presented, i.e. instant recall! Seemingly simple but devastatingly effective.

Moreover, owing to the multi-sensory nature of learning involved (whereby they can visually map, see, touch, do etc.), the deeper level of processing means that not only will it work on gaining instant recall but also on retaining it over time.

In terms of Piaget’s Stages of Cognitive Development for children (the cornerstone of the Western educational model), the kinaesthetic nature of this book conforms to the Concrete Operational Stage (typically 7-11 years) whereby:

the child is now mature enough to use logical thought or operations (i.e. rules) but can only apply logic to physical objects (hence concrete operational)“.

Kinaesthetic learning is ideal for children (or adults) who benefit most from powerful interactive learning styles as opposed to the traditional rote learning methods used in schools which are not suitable for everyone. In the words of one of the most influential psychologists in the world, B. F. Skinner:

to learn, a student must engage in behaviour, and not just passively receive information.”

Kinaesthetic learning methods have been used with great success in Montessori schools.

Number Patterns

inTABS™ facilitates learning & detection of number patterns & symmetries using the unique shape coded patterns on the most recurring answers on the times table (12,24,36).

For example, ask the child to ‘find all the 12 answers’ on the grid: they will find that not only are all the 12 answers shape coded (hexagon) but also form an interesting ‘arc’ on the grid and the same again for 24(square) and 36(circle). This Facilitates an understanding of the relative relationships between numbers and their symmetries (3 x 4 is the same as 4 x 3 etc) as well as making learning fun, engaging and interesting. This is particularity useful for learners who engage more with patterns to make sense of things.

This can be also be turned into a fun game of ‘finding matching pairs‘ for children to learn symmetry: finding and lifting tabs to the equations that result in the same answer.

Traditional methods Vs.  inTABS™

You may be wondering what’s wrong with the traditional ‘finger tricks‘, ‘chanting the tables‘ or the ‘flash cards‘ methods that are widely used in schools (and in homes) and have been around in one form or another since the Victorian era? The simple answer is that they are not the same as instant recall which is key to not only to mastery of multiplication but to proficiency in maths (division, long multiplication, fractions, percentages, algebra etc). These antiquated methods rely upon tapping into a learned sequential methodology which is too slow: recall should be 2-3 seconds (under 2 seconds is excellent).

If we take the UK as an example: the simple truth is that if current/pre-existing methods worked, they wouldn’t have sunk to the bottom of the developed world for numeracy resulting in an innumeracy crisis in Britain (costing their economy over £20billion per year) with profoundly devastating outcomes for children’s futures (including twice as likely to be unemployed, general social deprivation and crime), arguably more so than the impact of illiteracy.

This is reinforced by Ofsted, the Schools Watchdog, findings concluding:

pupils without instant recall of the multiplication table struggle in maths”.  

Thus, the educational gap / inequality will continue to get worse, unless we do something about it. Now.

Computers Vs.  inTABS™

You may now reasonably ask, that’s all very well but my school (or home) has the latest technology/IT, so we’re OK, aren’t we? The short answer is no. Research shows that computers do not improve results in maths and if anything:

[OECD] think tank says frequent use of computers in schools is more likely to be associated with lower [maths] results“.

Conclusion

In summary, instant recall (knowing off by heart) of the times table is cardinal to proficiency in maths in the same way mastering the ABC is to literacy. This fundamental has to be ensured to enable progress in maths.  It’s perhaps best summed up in the words of the Ofsted Education Director:

“Without [instant recall] is like sending a plumber out to do a job without knowing how to use a spanner“ (Jean Humphrys, Ofsted’s education director).

Otherwise, the writing is clearly on the wall:

Primary schools which fail to teach times tables by heart are condemning children to a lifetime struggling with numbers, [Ofsted] inspectors have warned.” 

inTABS™ was scientifically, not to mention painstaking and lovingly, developed over 18 months to make a difference in the belief that all children can gain mastery of the times table if they are given the right tools.

In short, with inTABS™: Every Child Counts!

See the magic for yourself

This product has undergone rigorous testing with amazing results but don’t just take our word for it – put it to the test yourself:

posts 600x400 how to measure effectiveness

Ensure  >  Empower >  Enjoy 

Customer reactions to inTABS so far

Who kisses a math book like a trophy?

One child (obviously very into his football) loved the book so much after testing himself and finding that he could ace his times table that he held it up and kissed it like a football world cup trophy!  Can you honestly say you’ve ever heard, let alone witnessed, anyone do this to a math book of all things in your life?  He’s not alone; we’ve seen a great many children turn from very negative feelings about math, to positive, happy, smiling and energetic young people in the space of time it took to try the book on them.  This truly is revolutionary and remarkable.

 

Who steals a math book?

Apparently our book is valued enough that it is worthy item and subject for stealing. We had two books sneakily stolen from our stand at the Education Show 2016 at the NEC, whilst it was busy and we were manning the stand!

 

Who loves a math book that much that they take it to bed with them?

We’ve just had a response back from a mother of two who has a 4-year-old with high-functioning autism. In her own words:

“Donté Loves His Intabs Book So Much, He Has Taken It To Bed With Him grin emoticon📓📟🔢✖”

 

“OMG!! I’ve never been able to do this before!! Is this some kind of magic?!”

~an over-joyed and ecstatic 40-year-old female art teacher with dyspraxia.

Ha ha … No, it’s not magic, just a scientifically proven way for all (SEN inclusive) to gain instant recall of their entire 12 times table in mere weeks.