I have found success with students using a double skip method for 6s and 8s. The 6s use every other 3 and the 8s, every other 4. Below is how I scaffold the process by drawing upon prior knowledge.

Clearly, the 9s rule is widely known and used. Here is how I scaffold it to support the students who will struggle with the mental process for implementing the rule. This guides them. Also, I introduce scaffolding at the start as Universal Design for Learning (UDL) to help more students learn it at first which reduces the amount of 1 on 1 support needed.

[…] more challenging. There is the finger rule and related rules for multiplying by 9. I posted about rules for 6s and 8s (and scaffolding for the rule for 9s). 7s work for students who watch football but otherwise those […]

[…] more challenging. There is the finger rule and related rules for multiplying by 9. I posted about rules for 6s and 8s (and scaffolding for the rule for 9s). 7s work for students who watch football but otherwise those […]