QUICK INTERVENTIONS TO ENHANCE MASTERY OF MULTIPLICATION BASIC

FACTS OF GRADE IV
PUPILS USING DOWNLOADED
MATH WORKSHEETS

An Action Research conducted at

PASUGUE ELEMENTARY SCHOOL
SY 2012-2013

Submitted by:

ARBIN T. NOBLEZA
Teacher III
 Republic of the Philippines
Department of Education
Region VI –Western Visayas
Division of Capiz
District of Panitan
PASUGUE ELEMENTARY SCHOOL
Pasugue, Panitan, Capiz

ACTION RESEARCH

QUICK INTERVENTIONS TO ENHANCE MASTERY OF MULTIPLICATION BASIC

FACTS OF GRADE IV
PUPILS USING DOWNLOADED
MATH WORKSHEETS

CHAPTER I

INTRODUCTION

Mastery of the basic math facts is very essential in the teaching of Mathematics in the
elementary level. However, it is frustrating to note that despite of the efforts of the primary
grades teachers in teaching the basic math facts to the pupils, still many of them do not have
mastery of the basic facts.

Recently, the proponent of this action research conducted a numeracy assessment among
the incoming Grade IV pupils of Pasugue Elementary School and found out that majority of
them have not mastered the basic math facts, particularly the multiplication basic facts. Indeed,
more than 75% of the Grade IV pupils failed to achieve 100% score in the multiplication
numeracy test using the Spencer Card M-1.

Alarmed with the current problem of non-mastery in multiplication basic facts, the
researcher prompted to conduct remediation applying the quick intervention materials which
where downloaded from the internet. These downloaded materials provide various schemes or
interventions to achieve mastery through different drill cards which focus on mastery of
multiplication basic facts.

A. Situation/Problem

The results of the numeracy test in multiplication which was administered by the
researcher to all incoming Grade 4 pupils of Pasugue Elementary School in March 2012,
 revealed that 3 out of 27 pupils or 11.11% are non-numerates, 19 or 70.37% have not
mastered and only 5 or 18.52% have mastered the multiplication basic facts.

B. Objectives

Generally, this action research aimed to enhance the mastery in multiplication

basic facts of the Grade 4 pupils of Pasugue Elementary School. Specifically, this aimed
to:

1. eliminate the number of non-numerates in multiplication basic facts,

2. reduce the percentage of pupils who have not mastered the multiplication basic facts
from 70.37% to at most 25%, and
3. increase the percentage of pupils’ mastery of the multiplication basic facts from
18.52% to at least 75%.

C. Possible Causes

1. Lack of proper practice or appropriate drills on multiplication basic facts.

2. Inappropriate and inadequate intervention materials.
3. Ineffective methods or techniques in teaching multiplication basic facts.
4. Lack of follow-up and systematic enrichment activities.

CHAPTER II

REVIEW OF RELATED LITERATURE

Problems Encountered in Multiplication

“All students do not necessarily learn mathematics the same way, using the same
resources, and within the same time frame” (Ontario Curriculum, pg.15). This quote explains the
need for teachers to provide multiple ways of teaching and to supply a range of concrete
materials for students to use when exploring multiplication.

When learning about multiplication, students may encounter some problems learning the
various concepts. There is a great deal of memorization and facts that come with multiplication
and with this, teachers need to be aware of possible teaching strategies to help students overcome
such difficulties. To help students understand the concept of multiplication, they need to
understand that multiplication is simply repeated addition.

According to Small, students often believe that the product of two numbers is always
greater than the sum of the two numbers. For example, 5 x 0, students may want to choose a
product other than 0. Teachers can help students stay away from this misconception by making
sure not to always generalize multiplication as making numbers “bigger”. This is related to the
common error that students face when dealing with Small’s 9 and 10 principles, that when you
multiply by 0, the product is 0.( Bryanne Alexander, Brandon Broughton, Jen Chaiet, Nicole
Keogh and Diana Sibenik).

Foreign Studies

Some of the studies conducted outside the country related to this study were listed below:

As cited by Harries, A. and Barmby, P. W. (2007) on 'Representing and understanding

multiplication.', Research in mathematics education., 9 (1). pp. 33-46, the importance of
representations, in particular with respect to the understanding of multiplication by primary
school pupils. We first of all look at the theoretical background to representations in
mathematics. In particular, we look at the use of the array representation for reasoning with and
understanding multiplication. They describe some preliminary work that they have carried out,
examining Year 4 and Year 6 pupils' use of the array representation for multiplication
calculations. Using a novel methodological approach of recording children's workings on a
computer, they observed that the array representation can be a powerful tool for supporting work
in multiplication. At the same time, they also observed pupils who were unable to access the
mathematical meanings of the representation. Further work is needed to understand such
difficulties when developing the use of the array as a tool for mathematical understanding.

Diana Sibenik (2010) in her research on effective ways of teaching multiplication said, “I
believe that multiplication can be taught to students in creative and enjoyable ways. As a teacher,
it is important to know that multiplication concepts are taught in ways that students can
successfully grasp the understandings and build on previous knowledge as well as gain new
knowledge. Students should be given the opportunity to work in small groups as they learn the
multiplication skill through their interaction with one another. There are numerous drills and
strategies available to teach these subjects to the students. In terms of developing the proper
skills to work through the problems, it is essential that the students are given as much practice
time as possible to work through the questions. The more practice questions the students can
work on the more they will develop a better understanding of the concepts and then in turn be
more confident when working through the questions. I personally was enrolled in Kumon math
during my elementary school years and I found that the extra few hours a week of practicing the
math concepts helped to develop my math skills tremendously. In addition to extra math drill
practice, the students should also be given ample opportunity to experience ‘hands-on’ practical
examples of multiplication such as adding groups of pencil crayons.

It is also important when teaching multiplication to students that they are taught that
multiplication is just the repletion of repeated addition. This allows the students to build on their
previous knowledge. It is important that the teacher has readily made available manipulatives
such as multiplication charts, calculators and counters for the students are working through the
questions.

Thesok’s action research on the effective ways to improve the multiplication skills of year
3 students aimed to investigate ways to improve primary school pupils conceptual understanding
of multiplication. Thirty five pupils in second class participated in his action research project.
This action research involved pupils in answering pre-test and post-test on multiplication. Pupils
also reflected on their progress and the success of their studying strategies. The revise teaching
of multiplication was integrated with the various techniques to perform children’s activities
which have the potential to develop conceptual understanding of the subject. The data collected
indicated that some pupils improved their understanding but some pupils needs more time to re-
learn the subject. This research only presents some practical solutions proposed within the time
available.

He observed that the problems faced by pupils in Mathematics are:a) The pupils cannot
master the multiplication concept and skill were taught and learnt effectively as intended.b)
There were several pupils still unable to recall rapidly the multiplication facts. C). No teaching
and learning materials that were used to assist and attract pupils in having positive attitude in
learningMathematics.

He suggested the following strategies or approaches: 1. Reinforce the idea that

multiplication is repeated addition. a) Using material (e.g. Egg Carton Math, Square Rods) b)
Using number properties (e.g. Cuisenaire Rods, Grid Number) ;2. Make a multiplication table for
each pupil.

Local Study

The researcher’s perceptions in this study were supported by the following study
conducted by our own Filipino researcher.

Marzano’s research (2010) on learning to multiply and teaching multiplication facts

found out that the reasons why pupils failed to master multiplication basic facts are because the
pupils have insufficient practice and perceived that the task seems so daunting. Pupils take a
defeatist attitude through previous lack of schooling success or the size of the task (100 facts).
He suggested that teacher should encourage pupils(you can learn these facts) and provide plenty
of practice.

Here is his recipe for success. 1. Find the audience,2. Encourage success (“you can learn
these; I can help you; math is useful and fun”), 3.Set expectations (“three weeks, just give me
three weeks…”) ,4. Demonstrate student knowledge (“you can already do most of them”),5.
Give tools (count by twos, count by fives, use hands for nines), 6. Start small (“Can you learn 4
this week?”), 7. Do everything to assure success (involve home, assess every day, repetition, …),
8.Celebrate success!

CHAPTER III

METHODOLOGY

A. Subject

The subjects of this action research were the Grade 4 pupils of Pasugue
Elementary School for S.Y.2012 – 2013.

B. Time Frame

The intervention was done from June 7- June 20, 2012.

C. Activities to be undertaken

Strategies Time Frame Data to be Collected Data Analysis

Memorization of the Table June 7-10,2012 Number of pupils who Number/
of Multiplication already memorized the Percentage
Table of Multiplication 95%
and have answered the
times table correctly.
Multiplication Facts to 49 June 11-12, 2012 Individual Score per Percentage Score
worksheet 98.4%
100 per page June 13-15, 2012 Individual Score per Percentage score
Multiplication Facts worksheet 95%
(Horizontal)
Five-Minute Frenzy Chart June.18, 2012 Individual Score per Mastery
worksheet Level/Percentage
Score
90%
Pre-Numeracy Assessment June 19, 2012 Individual Score per Mastery Level
worksheet Non-Numerates-0
Not Mastered-
3.70%
Mastered-96.30%
Conduct Numeracy June.20, 2012 Individual Score per Mastery Level
Assessment (Final) worksheet Non-Numerates-0
Not Mastered-
18.52%
Mastered-81.48%

LEVEL Pretest Result Posttest Result

(Prior to the conduct of this (After the conduct of this
Action Research) Action Research)
Non-Numerate 11.11% 0
Not Mastered 70.37% 18.52%
Mastered 18.52% 81.48%

CHAPTER IV

PRESENTATION/ANALYSIS

The general results of this action research shows that the percentage of non-
numerates in Grade IV pupils of PASUGUE ELEMENTARY SCHOOL was reduced
from 11.11% to 0.00%. Likewise, the percentage of pupils who have not mastered the
multiplication basic facts was reduced from 70.37% to 18.52%. And most of all, there is a
tremendous increased in the percentage of pupils who have mastered the multiplication
basic facts, from 18.52% to 81.48%.

Based on the results, the downloaded math worksheets which were used in the
drills or practice greatly contributed to the elimination of non-numerates, and increased
the number of pupils who mastered the multiplication basic facts.

CHAPTER V

CONCLUSIONS/FINDINGS

The use of the downloaded math worksheets in multiplication were found

effective means of improving the mastery of multiplication basic facts among the Grade
IV pupils of PASUGUE ELEMENTARY SCHOOL in a short period of time.

It was also found out that pupils showed mastery if not under time pressure.
Meaning, they have the basic knowledge of the basic facts. What they need are
appropriate intervention materials , enough time to harness their potentials, and proper
encouragement. In order to let them acquire the necessary skills, teachers should patiently
 and creatively find ways and means to provide meaningful and engaging activities. There
are plenty of materials around us, what we need is our unconditional dedication and will
to do it.

Prepared by:

ARBIN T. NOBLEZA
Teacher III

Noted:

ALFONSO D. ARCE
Principal I

CELSO F. FLAMIANO
Public Schools District Supervisor

Recommending Approval:

SALVADOR O. OCHAVO JR., Ph. D.

EPS-I in Social Studies

Approved:

EVELETH C. GAMBOA, Ph. D.

Schools Division Superintendent
References:

http://www.math-drills.com/multiplication.shtml
http://www.math.com/tables/general/multiplytable.htm

Attachments:

A. Approved Action Research Proposal

B. Downloaded MATH Worksheets
C. Results of the Series of Math Drills
D. Results of Pre and Final Numeracy Assessments
Matrix on Quick Interventions to Enhance Mastery of Multiplication Basic Facts of Grade IV
Pupils Using Downloaded Math Worksheets

Interventions Description/Mechanics Material/Drill Card Time

Frame
Memorization of Homework activity: Times Table (Table of June 7-
the Table of Multiplication) 10,2012
Multiplication  Each pupil will be required to
memorize the table of
multiplication.
 Each will be given the times Source: Free Math
table (table of multiplication) Worksheets at
to serve as practice worksheet. www.math-drills.com

Multiplication Pupils will be asked to answer the - Multiplying by 0 (A) June 11-12,
Facts to 49 different worksheets using digits 0 - Multiplying by 1 (A) 2012
to 7 (multiplication facts to 49). - Multiplying by 2 (A)
Each of the worksheets includes - Multiplying by 3 (A)
one row of the facts in order with - Multiplying by 4 (A)
the target digit on the bottom. The - Multiplying by 5 (A)
second row includes the facts in - Multiplying by 6 (A)
order with the target digit on the - Multiplying by 7 (A)
top. The remaining rows include - Multiplication facts to
each of the facts once, but the 49 with No Zeros (49
target digit is randomly placed on on page)
the top or the bottom and the facts - Multiplication Facts
are randomly mixed on each row. to 49 with Zeros (64
on page)

100 per page When learning multiplication - Facts to 25 (No June 13-15,
Multiplication facts, it is useful to have each fact Zeros) 2012
Facts (Horizontal) isolated on a set of practice - Facts to 36 (No
questions to help reinforce the Zeros)
individual fact. These worksheets - Facts to 49 (No
isolate each fact and will be used Zeros)
as practice sheets. Pupils will - Facts to 64 (No
answer two (2) worksheets per Zeros)
day. - Facts to 81 (No
Zeros)
- Facts to 100 (No
Zeros)
Five-Minute Five minute frenzy chart is 10 by Modified Frenzy Chart June.18,
Frenzy Charts 10 grids that is intended for 2012
multiplication fact practice (up to
10 x 10). In each square, students
write the product of the column
 number and the row number.
Pupils should answer the chart in
less than five minutes.
Pre-Numeracy Each pupil will be given Spencer Spencer Card M-1 June 19,
Assessment Card M-1 and answer it in 3 2012
minutes (It should be strictly
done).
Conduct Each pupil will answer Spencer Spencer Card M-1 June.20,
Numeracy Card M-1 in 3 minutes only. The 2012
Assessment score must be 100% to be
considered as mastered.