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): 


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.


Posted in Math.

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