• Teaching Multiplication Facts

    Math Computation Intervention

    Instructional Focus

    Grade Level



    Additional Information

    Fidelity Checklist

    Math Calculation

    Multiplication Fluency


    2, 3

    10-15 minutes per session, 4-5 times per week

    Teaching Multiplication Facts

    Description / Directions


    -Flashcards for a set of multiplication facts (e.g. multiplication by 3’s)

    -Worksheet with same facts randomly arranged


    -graph paper


    1. Teacher shows flashcard and verbally prompts student with problem (“What is 3 times 3?”)

    -Praise correct answers within 3 seconds

    -Give answer if student is incorrect or does not respond in 3 seconds

    2. Re-deliver the verbal prompt

    -Present each card twice

    3. Give teacher worksheet with math facts just presented on flashcards

    -set time for 2 minutes

    -student begins when teacher says “start”

    -student completes as many problems as possible before timer rings

    -students works horizontally and does not skip any problems

    4. After 2 minutes, give student answer key

    -student circles errors and writes correct answer underneath

    5. Student calculates number correct per minute and number of errors

    6. Student graphs number correct and number of errors on graph

    Is It Working?

    -Number of problems correct should go up across days

    -Number of errors should go down across days

    -For maximum effects, intervention should be done daily

    Promoting Generalization

    -Conduct sessions with mixed multiplication problems randomly selected from mastered sets of cards/problems periodically (e.g. once per week)

    RESOURCES: Effects of immediate self-correction, delayed self-correction and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities by K. Bennett and R.A. Cavanaugh, Effects of explicit timing on mathematics problem completion rate in African-American third-grade elementary students by K.N. Rhymer, et al., www.gosbr.net A. VanDerHeyden and J. Witt