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	<title>
	Comments on: How to Teach the 9 Times Table So It Really Makes Sense	</title>
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		<title>
		By: Sharon Lopatin		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-25963</link>

		<dc:creator><![CDATA[Sharon Lopatin]]></dc:creator>
		<pubDate>Sun, 23 Jun 2024 13:03:34 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-25963</guid>

					<description><![CDATA[This third strategy is brilliant. I can’t wait to try it with my reluctant learner! <img src="https://s.w.org/images/core/emoji/17.0.2/72x72/1f601.png" alt="😁" class="wp-smiley" style="height: 1em; max-height: 1em;" />]]></description>
			<content:encoded><![CDATA[<p>This third strategy is brilliant. I can’t wait to try it with my reluctant learner! 😁</p>
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		<title>
		By: Katherine Limbach		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-9299</link>

		<dc:creator><![CDATA[Katherine Limbach]]></dc:creator>
		<pubDate>Sun, 23 Jun 2019 23:17:36 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-9299</guid>

					<description><![CDATA[Love this idea for teaching 9&#039;s!  Thanks for the great poster to use in teaching the 9&#039;s.]]></description>
			<content:encoded><![CDATA[<p>Love this idea for teaching 9&#8217;s!  Thanks for the great poster to use in teaching the 9&#8217;s.</p>
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		<title>
		By: Effective Strategies for Teaching the Basic Multiplication Facts - Shelley Gray		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-5732</link>

		<dc:creator><![CDATA[Effective Strategies for Teaching the Basic Multiplication Facts - Shelley Gray]]></dc:creator>
		<pubDate>Thu, 12 Apr 2018 03:41:17 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-5732</guid>

					<description><![CDATA[[&#8230;] 9&#8217;s Facts: the 10&#8217;s subtract one group OR the sum of the digits in the product equals 9 (See a full explanation HERE) The 4&#8217;s Facts: The doubles&#8217; doubles OR the double of the double (See a full explanation [&#8230;]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] 9&#8217;s Facts: the 10&#8217;s subtract one group OR the sum of the digits in the product equals 9 (See a full explanation HERE) The 4&#8217;s Facts: The doubles&#8217; doubles OR the double of the double (See a full explanation [&#8230;]</p>
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		<title>
		By: Denise		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-5725</link>

		<dc:creator><![CDATA[Denise]]></dc:creator>
		<pubDate>Wed, 11 Apr 2018 04:05:59 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-5725</guid>

					<description><![CDATA[Hi Shelley, 
Great blog! I too, have disliked the finger method because I believe it&#039;s more important for children to understand that math has beautiful patterns.  I help my students look for the same 9s strategy #4 by  having them look for these patterns. I purposely call it a &#039;strategy&#039;, as I want them to understand that they can find these patterns themselves, that it&#039;s not a &#039;trick&#039; that I teach them. My students have found some lovely additional patterns, especially if you look at the multiples beyond 12x9. I want kids to understand that Math is beautiful and can make a lot of sense if we look hard enough. I also ask WHY they think the tens digit of the product is one less than the factor multiplied by 9. However, your strategy here is sufficient to help with securing the 9s facts. Thanks so much for posting it.]]></description>
			<content:encoded><![CDATA[<p>Hi Shelley,<br />
Great blog! I too, have disliked the finger method because I believe it&#8217;s more important for children to understand that math has beautiful patterns.  I help my students look for the same 9s strategy #4 by  having them look for these patterns. I purposely call it a &#8216;strategy&#8217;, as I want them to understand that they can find these patterns themselves, that it&#8217;s not a &#8216;trick&#8217; that I teach them. My students have found some lovely additional patterns, especially if you look at the multiples beyond 12&#215;9. I want kids to understand that Math is beautiful and can make a lot of sense if we look hard enough. I also ask WHY they think the tens digit of the product is one less than the factor multiplied by 9. However, your strategy here is sufficient to help with securing the 9s facts. Thanks so much for posting it.</p>
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		<title>
		By: Paula Cate		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-5686</link>

		<dc:creator><![CDATA[Paula Cate]]></dc:creator>
		<pubDate>Sun, 04 Mar 2018 04:41:30 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-5686</guid>

					<description><![CDATA[The 9&#039;s trick is brilliant! Thank you! Will use with a 4th grader.]]></description>
			<content:encoded><![CDATA[<p>The 9&#8217;s trick is brilliant! Thank you! Will use with a 4th grader.</p>
]]></content:encoded>
		
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		<title>
		By: Growth Mindset and Math Facts: Success for Every Student - Shelley Gray		</title>
		<link>https://shelleygrayteaching.com/teach-9s-multiplication-facts/#comment-5469</link>

		<dc:creator><![CDATA[Growth Mindset and Math Facts: Success for Every Student - Shelley Gray]]></dc:creator>
		<pubDate>Sun, 24 Sep 2017 00:02:38 +0000</pubDate>
		<guid isPermaLink="false">https://shelleygrayteaching.com/?p=3348#comment-5469</guid>

					<description><![CDATA[[&#8230;] you tell that your brain is getting stronger in this area?&#8221;, or &#8220;Remember how hard the 9&#8217;s facts used to feel? Now they are easy for you! Your hard work and great attitude is really [&#8230;]]]></description>
			<content:encoded><![CDATA[<p>[&#8230;] you tell that your brain is getting stronger in this area?&#8221;, or &#8220;Remember how hard the 9&#8217;s facts used to feel? Now they are easy for you! Your hard work and great attitude is really [&#8230;]</p>
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