Using Pictures to Remember

About Our Method

Illustration of a giant standing above tiny construction workers, who hold a sign reading the number NINE.

Many years ago, there was a giant who lived in a forest. People were afraid of him because he was so big. The lonely giant decided to go to the city to find some friends. During his journey to the city, he saw some construction workers putting up a new sign. The giant walked up to one of the workers and tapped him on the shoulder. When the man saw the giant, he dropped the sign. The SIGN (9) landed on the giant’s SHOE (2) and his toe started ACHING (18).

Our method uses imaginative, sometimes goofy, pictures and stories to help a student remember the answers to the multiplication facts.

Numbers and number combinations are difficult to remember, because numbers are abstract, rather than concrete, concepts. Our system uses current brain research to optimize memory and mnemonic devices to help students recall the multiplication facts.

Our lessons are designed to appeal to all learning modalities. Each lesson includes:

  • Pictures for the visual learner
  • Stories for the auditory learner
  • Activities for the kinesthetic learner
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I give my daughter two facts a day... I have her act out the stories and repeat them back to me. The author explains that it is easier for our brains to remember pictures than it is numbers. If your child can remember the stories and pictures, they will remember the facts. Why didn't I think of this?! — Stephanie, Tampa Florida

Why Our Method Works: An Analogy

Have you ever found yourself in a parking lot that assigns an object to each level?

For example, some parking garages will associate each level with a different animal.  Level 1 might be assigned a sheep, level 2 might be assigned a cow, level 3 might be assigned a dog, and so on. Each level might also broadcast the animal sounds, so, as you walk to the exit while on level 3, you will hear the bark of a dog during your stroll.  The parking lot might also divide each level into sections, with each section assigned a color, and each stall assigned a unique number; therefore, you might have parked in stall 11 within the blue section.

All of these tricks are designed to aid recall. The abstract number “3” is associated with the concrete concept of a dog.  The sound of the dog appeals to the auditory learner, while the picture of the dog appeals to the visual learner. The blue section helps you narrow down your parking location, even if you do not remember your stall number.