Songs Rhymes
When mnemonics confuse children
Spot memory tricks that hide meaning or create later misconceptions.
Quick answer
Mnemonics can help children remember maths facts, but sometimes they can make things confusing or lead to mistakes later on. It's important to understand what the maths means, not just memorise a rhyme or song.Learning outcome
By the end of this page, you will understand how some memory tricks can be helpful, but also how they can sometimes make it harder to learn the real maths. Success signs:- You can tell the difference between a helpful rhyme and a confusing one
- You can explain why a rhyme might be misleading
- You can think of a better way to remember a maths fact
- You can help a friend who is confused by a rhyme
Why this matters
When we learn maths, we want to understand what numbers and operations really mean. Memory tricks like songs and rhymes can help us remember facts quickly. But if a rhyme is too simple or doesn't match what the maths actually does, it can make learning harder later on. For example, if you learn that "5 times 4 is 20" by singing "Five times four is twenty, that's the way it goes", but you don't understand that this means 5 groups of 4 or 4 groups of 5, then you might get confused when you see "4 times 5" later. Learning the meaning behind the facts helps you use maths more flexibly.How it works
Let’s think about how memory tricks work and why they can sometimes be confusing. When a rhyme or song is used to teach a fact, it's usually meant to make it easier to remember. But if the rhyme doesn’t match the actual maths, it can cause problems. Here’s how this works:- First, a rhyme or song is created to help remember a fact
- Children learn it by rote (memorising without understanding)
- Later, when they see the same fact in a different way, they might get confused
- If they don’t understand what the maths really means, they might think the rhyme is wrong
Examples you can see
Let’s look at some examples where a rhyme can confuse children. Example 1: The "Two Fingers" rhyme Some children learn that "Two fingers, two fingers, that’s four" to remember 2 x 2 = 4. This rhyme is confusing because it doesn't match the idea of groups. If you have 2 groups of 2, you can't just count fingers – you need to think of 2 groups with 2 items in each. Example 2: "Three times three is nine, that’s a good sign" This rhyme is okay for remembering 3 x 3 = 9, but it might confuse children when they see "3 x 4". They might think they need to count signs or find something "good" in the answer. Example 3: "Five times five is twenty-five, I'm so happy to know that" This rhyme is a bit silly but can confuse children. It makes them think about being happy, not about 5 groups of 5. Example 4: "Seven times eight is fifty-six, don’t you know that?" This is a common rhyme, but it doesn't help children understand what 7 x 8 really means. They might think of it as a magic trick instead of equal groups. Example 5: "Four times four is sixteen, that's the way it goes" This rhyme is fine for 4 x 4, but it might make children think that multiplication always means "goes" in a sequence, rather than equal groups.Try it as a mini adventure
Let’s go on a memory quest! You are a detective trying to solve the mystery of confusing rhymes. Your mission is to find the rhymes that are helpful and the ones that are tricky. Here’s your adventure:- First, write down 5 multiplication facts you know (like 3 x 4, 5 x 5, 6 x 7)
- Next, think of a rhyme you know for each fact
- Then, ask yourself: Does the rhyme help me understand what the maths means?
- Finally, test the rhyme with a friend or parent. If they get confused, you’ve found a tricky rhyme!
Common mistakes
Here are some common mistakes children make with mnemonics: Mistake 1: Thinking a rhyme is the same as the maths Incorrect strategy: If you say "Five times four is twenty", you might think that means "five fingers, four fingers" and that's all there is to it. Why it happens: The rhyme is simple and catchy, so children might not think about what multiplication really means. Correct strategy: Remember that 5 x 4 means 5 groups of 4 or 4 groups of 5. You can draw it or use objects to see the groups. Mistake 2: Confusing the order of numbers Incorrect strategy: If you know "Seven times eight is fifty-six", you might think "Eight times seven is fifty-six too" and get confused. Why it happens: The rhyme doesn't show that the order of numbers doesn’t change the answer. Correct strategy: Practice with arrays or groups to see that 7 x 8 and 8 x 7 give the same answer but look different. Mistake 3: Believing the rhyme is always true Incorrect strategy: If you have a rhyme for 3 x 3, you might think it works for 3 x 4 too. Why it happens: The rhyme is not about the actual maths, so it doesn't help with different problems. Correct strategy: Use the rhyme to remember a fact, but also practice with real examples like 3 groups of 4 to understand what's happening. Mistake 4: Thinking rhymes are the only way to learn Incorrect strategy: If you only know a rhyme, you might not be able to solve a new problem. Why it happens: Rhymes are helpful, but they don’t teach the full meaning of maths. Correct strategy: Use rhymes to remember facts, but also use objects, drawings, and real-life examples to understand the maths.Parent and carer guide
Parents and carers can help children by:- Asking questions about the rhymes they know
- Encouraging children to explain what a rhyme means
- Using real-life examples to show what multiplication really means
- Creating new, helpful rhymes together
- Checking if a rhyme helps or confuses
- "What does that rhyme tell you about the maths?"
- "Can you show me what 5 x 4 really looks like?"
- "Let’s make a new rhyme that helps us understand!"
- Children might not remember every rhyme perfectly
- It's okay to change rhymes if they are confusing
- It's normal to need more than one way to understand
Practice questions
- Which of these rhymes might be confusing? Circle the one that doesn’t help you understand what multiplication means.
- A) "Three times three is nine, that’s the way it goes"
- B) "Three groups of four is twelve, that’s the way it goes"
- C) "Three fingers, three fingers, that’s six"
- What does "5 x 4" really mean?
- A) 5 + 4
- B) 5 groups of 4
- C) 5 + 5 + 5 + 5
- Which of these is a helpful rhyme to remember 6 x 7?
- A) "Six times seven is forty-two, that’s the way it goes"
- B) "Six groups of seven is forty-two"
- C) "Six fingers, seven fingers, that’s forty-two"
- Why is it important to understand what multiplication means?
- A) Because you can’t use rhymes
- B) Because you need to know what the maths really means
- C) Because rhymes are silly
- Which is the best way to remember 8 x 9?
- A) "Eight times nine is seventy-two, that’s the way it goes"
- B) "Eight groups of nine is seventy-two"
- C) "Eight fingers, nine fingers, that’s seventy-two"
- B
- B
- B
- B
- B
FAQ
What is a mnemonic?
A mnemonic is a memory trick like a rhyme, song, or phrase that helps you remember something. In maths, it's often used to help remember multiplication facts.
Are all rhymes helpful for maths?
No, not all rhymes are helpful. Some rhymes are catchy but don’t show what the maths really means. It's important to check if a rhyme helps or confuses.
How can I tell if a rhyme is helpful or confusing?
Ask yourself: Does the rhyme help me understand what the maths means? If it's just a catchy phrase without real meaning, it might be confusing later on.
Can I still use rhymes to learn maths?
Yes, rhymes can be helpful for remembering facts, but it's important to also understand what the maths means. Use rhymes as a tool, not the only way to learn.
What should I do if a rhyme confuses me?
If a rhyme confuses you, try using objects, drawings, or real-life examples to understand what the maths really means. Then you can make a new rhyme that helps you understand.