The only times tables I ask my students to remember are doubles and 10 x and say that they can do everything else knowing those. Here is a summary of the strategies I teach them (easiest to put together 2s, 4s, 8s and 3s, 6s as they are related) and pictures of a few of the posters I made. I also made posters of each individual strategy so they had multiple examples.
I use the same strategies for division. If a student is doing 152 / 4 and gets to 32 / 4 and doesn't know the answer, I just ask do you know what double 4 is (or maybe 4 fours as then I can double that to get 32)? Assuming they know their doubles, the arrays will show the answer: now we have used 8, can I do that again? Yes and then I will have used 16, can I do it again? Yes and then I will have used 24, can I do it again? Yes and then I will have used 32. Done. Reinforce that there are 8 (2+2+2+2) fours in 32. It makes the students feel successful.
Update 27/11 found a typo - sorry, C.
I use the same strategies for division. If a student is doing 152 / 4 and gets to 32 / 4 and doesn't know the answer, I just ask do you know what double 4 is (or maybe 4 fours as then I can double that to get 32)? Assuming they know their doubles, the arrays will show the answer: now we have used 8, can I do that again? Yes and then I will have used 16, can I do it again? Yes and then I will have used 24, can I do it again? Yes and then I will have used 32. Done. Reinforce that there are 8 (2+2+2+2) fours in 32. It makes the students feel successful.
Update 27/11 found a typo - sorry, C.
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