What is GOOD about using rhymes? A number of  teachers use rhymes for some of the multiplication facts with excellent results.  Good when used in combination with other methods.  Works well with verbal learners.
	What is BAD about using rhymes? It doesn't work well with all students and with all multiplication facts.
	What do we suggest? Use rhymes for a few of the problem facts or in combination with another method.

Here are some sample rhymes that teachers have shared.

• 2 x 2 = 4
  • Two shoes kicked the door, two times two equals four.
• 3 x 4 = 12
  • One - two - three - four, One-two is three times four.
• 3 x 8 = 24
  • A  tree on skates fell on the floor, three times eight is twenty-four.
• 5 x 5 = 25
  • Two fives jump off the high dive, five times five is twenty-five.
• 6 x 8 = 48
  • Six asked eight for a date, six times eight is forty-eight.
  • Six times eight is forty eight
• 7 x 7 = 49
  • 7x7 is 49, you are cool, you are fine!
• 7 x 8 = 56
  • Five - six - seven - eight, Fifty-six is seven times eight.
• 8 x 8 = 64
  • Eight times eight is sixty-four, close your mouth and shut the door!
  • He ate and ate and sticks in the door, eight times eight is sixty-four.
  • Eight times eight fell on the floor, eight times eight is sixty-four.
  • Skate, skate, figure eight's all the way to the shore, eight times eight is sixty-four.
  • Eight times eight is sixty-four, Shut your mouth and say no more.

• 9 x 9 = 81
  • He stood in line and ate a ton, nine times nine is eighty-one.