There are two main strategies for the nine facts, and a secondary one. Of these , I like the ten fact connection the best as it uses more number sense and builds on other facts. The patterning is fairly effective.

**Patterning**

The more common is to use two patterns in the nines facts.

a. | The first digit of the product is always one less than the number of nines you have. For example, for 6 X 9, the answer starts with a 5 (one less than 6). |

b. |
The two digits in the product always add to nine. For example, for 3 X 9 = 27, 2 + 7 = 9. |

Used together, these two patterns let you figure out the product if you can’t remember. There are many other patterns in the nines facts. A great way to approach this topic is to have students discover all the patterns they can, and then point out the usefulness of these two.

**Ten Fact Connection**

Another strategy is to use the ten times facts when they have been learned. 6 X 9 is 7 less than 6 X 10. This is best demonstrated pictorially to students.

**Finger Strategy**

I’m really starting to dislike the finger strategy. It doesn’t use any number sense, and I find students have trouble moving on from it. Basically, it’s a procedure that will show them the answer, but doesn’t really help them make connections. I’ve seen students in grade 8 using this strategy, which shows they haven’t moved to automaticity.

*Resources*

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