3.+Student+Zone

Student Zone Picture Source: http://www.law.georgetown.edu/ ist/  //"In the Mathematics key learning area students must be able to use information communication technology (ICT) effectively to communicate and transfer knowledge envisioning possible, probable and preferred futures." (Department of Education and Training, 2007) //  Here is a challenge for the students who are struggling with remembering their Multiplication Tables. Scenario: Multiplication tables can be tricky to learn, having students write them out repeatedly is a very popular method in encouraging students to remember them. However, this method is now very outdated and a very boring way to remember your multiplication tables. In today’s society we have access to fun and interactive techniques such as games, videos, presentations and songs to help us remember and recall information. Therefore I set a challenge for you, can you think and create of another method to help you and others like you, remember their multiplication tables?

Task: You have been asked to design a resource to help you and others like you, remember their multiplication tables. You can either create your own song, poster, rap, poem, video or presentation that will help you remember your multiplication tables. //Stuck for ideas? Check out what some past students have created. //   __Student Example One__ - Presentation

 media type="custom" key="7178565" align="center" __Student Example Two __- Create a Song

media type="file" key="8 Times Table" align="center" width="240" height="20"

Lyrics: I jumped the train for the big city, I was headed for the musical rappin' committee, With my times tables rap tucked under my arm, I was holdin' that rap like a lucky charm. No-one on the train knew where I came from, For all they knew I was some kind of bum, So I started rappin' and tappin' my feet, They were dancin' in the aisles, they were dancin' on the seats. I charmed 'em with my three's, I rocked 'em with my four's, But when I got to eight, I heard a scream, "no more!" It was the conductor so I tried to explain, He just grabbed me by the collar and threw me off the train. 8 times one is 8, 8 times 2 is 16. 8 times 3 is 24, 8 times 4 is 32. So I had to take a plane, which didn't seem fair, But I knew that I would get there even faster by air, So when I fastened my seatbelt and took to the sky I thought I would give my times tables a try.

__Student Example Three __ - Create a Game

media type="custom" key="7187843" align="center"

