Likewise the speaking section, the TOEFL® iBT writing papers are sent to the ETS's Online Scoring Network where they are scored by certified raters.
To give examples
•for example
•as an example
•chiefly
•for instance
•especially
•illustrated with
•in this case
•in another case
•in particular
•in this situation
•including
•markedly
•namely
•notably
•on this occasion
•particularly
•in particular
•specifically
•such as
•take the case of
•to demonstrate
•to illustrate
•as an illustration
Example: Most of English Language Exams are divided into separate parts that test different language components. For example, TOEFL iBT has four sections – Reading, Listening, Speaking and Writing. Some other exams, including Cambridge FCE, CAE and CPE include Use of English or Grammar in their formats.
To clarify the information you have presented
•above all
•I mean
•in other words
•in this case
•that is to say
•to put it in another way
•under certain circumstances
•up to a point
•what I mean is
Example: To put it in another way, five are the components that you should pay attention where preparing for any English Language Test – Reading, Listening, Speaking, Writing, Use of English or Grammar.
To present consequence
•accordingly
•as a result
•consequently
•for this reason
•for this purpose
•hence
•in that case
•otherwise
•so then
•subsequently
•therefore
•thus
•thereupon
•under those circumstances
•wherefore
Example: As a result, most ESL (English as a Second Language) books and training programs are organized around this kind of division and closely follow this format.
Once again, using transitional words and phrases help you write or speak organize your thoughts in more logical and understandable way. Transitional words clarify the conjunctions and transitions between ideas and thoughts and thus facilitate the reader or listener’s comprehension. From that perspective, the right usage of transitional words will pay back with a better score on your TOEFL® iBT Exam.
See also our section with TOEFL iBT Test Taking Strategies for more tips on writing good essays.
Practice you writing skills with i-Courses TOEFL iBT Full Tests. You will benefit from the professional scoring that gives you feedback on all the weak points in your papers and ways to overcome those weaknesses.
Friday, November 20, 2009
TOEFL iBT Transitional Words
Transitional words, called also linking words or signal words, are of huge importance for building your written and spoken responses at TOEFL iBT Exam. As the name suggests these words help you to move from one idea to another in a smooth and coherent way. They also signal the reader or listener what will follow after the transitional word. That is why transitional word will be helpful not only to do better in your TOEFL iBT Speaking and TOEFL iBT Writing but also to better comprehend the information presented in the TOEFL iBT Reading and TOEFL iBT Listening sections. The use of transitional words is not only limited to the Test of English as Foreign Language (TOEFL®) but also to any other English tests, like IELTS (International English Language Testing System), FCE (First Certificate in English), CAE (Certificate in Advanced English), CPE (Certificate of Proficiency in English), etc.
In this document we provide a list of some transitional words and their usage within the text. We do not claim that this is the complete list of transitional words, but we may state that it covers the most common transitional words. Studying this list will greatly improve the organization of your responses and thus enhance your chances of better result at TOEFL® iBT Exam.
Transitional Words Grouped according to their Purpose
To add extra information
•and
•also
•additionally
•alternatively
•and then
•apart from
•as well
•as well as
•besides
•besides that
•coupled with
•equally important
•finally
•first, second, third, and etc
•following this further
•further
•furthermore
•indeed
•in addition (to)
•in fact
•last, lastly
•last but not least
•likewise
•moreover
•not only …, but also…
•not to mention
•or
•then, too
•too
•what is more
In this document we provide a list of some transitional words and their usage within the text. We do not claim that this is the complete list of transitional words, but we may state that it covers the most common transitional words. Studying this list will greatly improve the organization of your responses and thus enhance your chances of better result at TOEFL® iBT Exam.
Transitional Words Grouped according to their Purpose
To add extra information
•and
•also
•additionally
•alternatively
•and then
•apart from
•as well
•as well as
•besides
•besides that
•coupled with
•equally important
•finally
•first, second, third, and etc
•following this further
•further
•furthermore
•indeed
•in addition (to)
•in fact
•last, lastly
•last but not least
•likewise
•moreover
•not only …, but also…
•not to mention
•or
•then, too
•too
•what is more
Solve Division Problems
There aren't many students, teachers and parents who don't dread having to deal with long division problems. But it doesn't have to be that way. Even though most teachers use the same old, tired algorithm to teach long division, there are shortcuts and especially good ways to check the answers that those teachers should be exploring.
Calculators have been infiltrating elementary schools for years, depriving children of the experience of learning vital mental skills. There's no need for calculators for even large division problems. Certainly nothing an elementary school-age child will ever be faced with should require a calculator.
Did you know that most division problems can at least be reduced to half their size, and very often much less? Many examples, like 87,345 / 72, can be reduced to 9,705 / 8, in seconds, without even using a pencil and paper. It only takes a few seconds to learn, and a few minutes to practice.
Imagine looking at a problem like 4,028 / 128 and just "knowing" the answer without doing any "work." Some readers may already be able to do this, and if you are one of them, you should check out the other tips. They will turbo-charge your math skills!
It turns out, that after a bit of learning and practice, anyone can face a test question like:
719,973,728 / 739 =
a. 845,541 r. 432 b. 974,254 r. 22 c. 974,254 r. 21 d. 479,254 r. 22 e. none of the above
and answer it with a great deal of certainty, in about 10 seconds.
If you had to do the problem now, could you do it without just guessing? Could you prove your answer? How long would it take? Even if you were allowed to do it with a calculator, do you realize that most calculators will not give you an answer with a remainder, so a calculator would only be of limited help anyway?
On questions like the one above, anyone who can do division at all will be able to lop off many valuable minutes on tests, and be much more confident of his or her answer, by using just some common sense and a simple technique you can learn.
The techniques are not just for tests, but for everyday use as well. Figuring out bills, taxes, etc. are all made easier when you can do division confidently.
Obviously this skill is not just for students. One benefit of learning alternative mental-math methods, is that parents and students are on equal footing. The method is new for both, so they share a learning experience, instead of having a parent just teach a child. When a child feels like he or she has an equal status with the parent, the "intimidation factor" is solved, and the child doesn't have to feel stressed, and the parent doesn't have to feel like he or she has to be an expert. Everyone can relax and learn at an equal speed.
No one is truly bad at math, it's just that most people haven't been properly introduced to what math really is. It's not the school subject that districts beat their students over the head with. It's a wonderful way to explore and describe your world- your world, which you have as much right to as any mathematician.
Calculators have been infiltrating elementary schools for years, depriving children of the experience of learning vital mental skills. There's no need for calculators for even large division problems. Certainly nothing an elementary school-age child will ever be faced with should require a calculator.
Did you know that most division problems can at least be reduced to half their size, and very often much less? Many examples, like 87,345 / 72, can be reduced to 9,705 / 8, in seconds, without even using a pencil and paper. It only takes a few seconds to learn, and a few minutes to practice.
Imagine looking at a problem like 4,028 / 128 and just "knowing" the answer without doing any "work." Some readers may already be able to do this, and if you are one of them, you should check out the other tips. They will turbo-charge your math skills!
It turns out, that after a bit of learning and practice, anyone can face a test question like:
719,973,728 / 739 =
a. 845,541 r. 432 b. 974,254 r. 22 c. 974,254 r. 21 d. 479,254 r. 22 e. none of the above
and answer it with a great deal of certainty, in about 10 seconds.
If you had to do the problem now, could you do it without just guessing? Could you prove your answer? How long would it take? Even if you were allowed to do it with a calculator, do you realize that most calculators will not give you an answer with a remainder, so a calculator would only be of limited help anyway?
On questions like the one above, anyone who can do division at all will be able to lop off many valuable minutes on tests, and be much more confident of his or her answer, by using just some common sense and a simple technique you can learn.
The techniques are not just for tests, but for everyday use as well. Figuring out bills, taxes, etc. are all made easier when you can do division confidently.
Obviously this skill is not just for students. One benefit of learning alternative mental-math methods, is that parents and students are on equal footing. The method is new for both, so they share a learning experience, instead of having a parent just teach a child. When a child feels like he or she has an equal status with the parent, the "intimidation factor" is solved, and the child doesn't have to feel stressed, and the parent doesn't have to feel like he or she has to be an expert. Everyone can relax and learn at an equal speed.
No one is truly bad at math, it's just that most people haven't been properly introduced to what math really is. It's not the school subject that districts beat their students over the head with. It's a wonderful way to explore and describe your world- your world, which you have as much right to as any mathematician.
Effective Educational Services
15 million school age children in the US have learning problems that public and private schools can’t solve. There are 72,000 special education students in LAUSD, alone. Every day these students sit unhappily in class, losing hope of ever realizing their dreams. Students are living in pain and shame. They are not learning to be successful students.Their parents are frustrated in their attempts to find suitable education for their child. They’ve tried working through the public schools. They have hired tutors. Parents are calling for real solutions.In order to thrive, these students need special educational methods that address their unique profile of strengths and needs. But even more importantly, these children require a new mindset of success.Educational therapy offers help and hope to children and adults with learning challenges such as ADHD, autism, dyslexia, and learning disabilities. Educational therapy is an appropriate and highly successful approach to helping students of all ages achieve their maximum potential.Educational therapists use state of the art educational programs and methods that have been proven to teach students with learning problems the skills they require to be successful. Educational therapy shows students how to overcome their learning problems and lead successful lives.All throughout the school years, foundations for future success are laid down. Not only are students learning essential skills such as reading, they are also learning to value education. But most importantly, they are learning to believe that they are successful students!When students experience repeated frustration and failure, they develop self-doubt along with dislike or distrust of educational experiences. These negative views influence how much students can learn, at every level from elementary school through college!Special needs students experience three major problems with learning:Teachers and tutors use the same methods for every child. Children are unique and each learns in his or her own way. Teachers and tutors usually do not understand how to modify their approach to address different learning styles.Teachers and tutors only teach subject matter. Students who experience repeated academic failure lack the underlying foundational skills to be successful students. They often don’t know the best study methods, how to manage their time, or what the real secrets are to academic success.Teachers and tutors do not address the root cause of continued academic failure—learned helplessness. When students experience failure after failure, they develop a mindset that they are “stupid” and “can’t learn.” They give up on ever being a good student! But, when students believe they can succeed, they begin to try. When they believe they can learn, they begin to study. When they believe they can have impressive futures, they make powerful choices. Students have the right to believe in their innate intelligence and skill!Educational therapists generally begin their professional careers in special education, child development or counseling. The Association of Educational Therapists is the national professional organization that sets the training standards for educational therapists. There are three levels of membership in the Association of Educational Therapists: Associate Professional (introductory level), Professional (experienced), Board Certified (seasoned).According to the Association of Educational Therapists: “Regardless of previous background, all Professional members of the Association of Educational Therapists (AET) have met rigorous professional requirements in the academic areas of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and principles of educational therapy. All members have a B.A. degree and are required to hold a Masters Degree or equivalent in post-BA course work. They have completed at least 1500 supervised direct service hours, and are required to complete 40 clock hours of Continuing Education every two years.To become a Board Certified Educational Therapist (BCET)®, a member must meet the following additional requirements: Masters Degree (required); one year membership in AET at the Professional level; 1000 hours of professional practice; formal written Case Study evaluated and passed by the AET Certification Board; a written examination that demonstrates professional expertise in educational therapy.”To locate an educational therapist near you or obtain more information about educational therapy, visit the Association of Educational Therapists website
Automaticity is a Myth
Summary: Sight Words, Dolch Words, Whole Word, Balanced Literacy--all the methods that start by having children memorize word-shapes--assume that it is possible for average children to recognize (and name) many hundreds of words by their shapes. Children must do this quickly, even instantly--an ability that is called automaticity. This ability is praised and promoted on hundreds of websites and in thousands of schools. it's routinely said that children "must" achieve automaticity.
I argue that this claim is sort of a sick joke, like telling a short child, "You must learn to dunk the ball." I've just finished a thorough analysis of this issue for Improve-Education.org. Here's how the piece starts....------------------------------------------------"During the last dozen years the Education Establishment has stepped back from Whole Word, or pretended to, and retreated to a mixed-bag approach called Balanced Literacy. This is the official position in many public schools. In this shift to Balanced Literacy, the Education Establishment pretends there is much greater emphasis on phonics. Isn’t that progress? In fact, this claim is often a lie. That’s because children may be forced to start reading by trying to memorize --with instant recall--the 220-word Dolch List. While there may be far fewer Sight Words to learn in total, all of them just happen to be at the very beginning. Sight Words are thus a bridge that children have to cross to reach the land of reading. Many don’t make it to the other side, and end up illiterate or dyslexic.Thousands of websites, experts, and schools categorically state that children must master their Sight Words. Typically, these claims make it seem easy to achieve the magical skill called automaticity. Easy? Sure, easy for some, like gymnastics or speaking fluent Russian. I would counter that only people with exceptional memories can attain automaticity. For most people this goal is a distant mirage (as I’ll prove).What we’re dealing with here, it seems to me, is a truly outlandish swirl of quackery, at the center of which is the Myth of Automaticity
I argue that this claim is sort of a sick joke, like telling a short child, "You must learn to dunk the ball." I've just finished a thorough analysis of this issue for Improve-Education.org. Here's how the piece starts....------------------------------------------------"During the last dozen years the Education Establishment has stepped back from Whole Word, or pretended to, and retreated to a mixed-bag approach called Balanced Literacy. This is the official position in many public schools. In this shift to Balanced Literacy, the Education Establishment pretends there is much greater emphasis on phonics. Isn’t that progress? In fact, this claim is often a lie. That’s because children may be forced to start reading by trying to memorize --with instant recall--the 220-word Dolch List. While there may be far fewer Sight Words to learn in total, all of them just happen to be at the very beginning. Sight Words are thus a bridge that children have to cross to reach the land of reading. Many don’t make it to the other side, and end up illiterate or dyslexic.Thousands of websites, experts, and schools categorically state that children must master their Sight Words. Typically, these claims make it seem easy to achieve the magical skill called automaticity. Easy? Sure, easy for some, like gymnastics or speaking fluent Russian. I would counter that only people with exceptional memories can attain automaticity. For most people this goal is a distant mirage (as I’ll prove).What we’re dealing with here, it seems to me, is a truly outlandish swirl of quackery, at the center of which is the Myth of Automaticity
Learning the Multiplication Tables
If your child or student is learning to multiply, a good way to have them start out is learn skip counting.
Skip counting is simply counting by a whole number other than one. It's counting by twos, threes, fours, etc. For example, skip counting by twos is the same thing as reciting the two-times tables.
So what are the benefits of using playing cards to learn skip counting compared to staring at multiplication worksheets?
* Well, for one thing, it's not boring!
* For another, if you are actually counting objects, you have the tactile experience of feeling what you are counting.
* And there's the fact that you are saying the numbers (for a reason - after all you are actually counting something.)
* So with skip counting, you get the trifecta of seeing, feeling and hearing. You experience the numbers in three ways.
* And it can be fun. If you teach your child to count, say, playing cards by twos, not only will s/he count the cards faster, but s/he will lock in the two-times tables in his/her head
without having to stare at boring worksheets, watch or do any of those typical dumbing-down activities like watch cartoons teach them math, sing inane songs, or listen to baby-rhymes.
* One of the advantages of using normal playing cards (not flash-cards or cards from some contrived kiddie-math games) is that playing cards can remain life-long friends. They are objects that exist in the adult world, so your child will not have that feeling in the back of his/her mind that they are being pandered to.
Children can sense when their minds are being respected. When you teach them with methods that respect and foster their thinking abilities, instead of talking down to them, you are doing them one of the biggest favors you can do. You are also doing one for yourself, too.
Skip counting is simply counting by a whole number other than one. It's counting by twos, threes, fours, etc. For example, skip counting by twos is the same thing as reciting the two-times tables.
So what are the benefits of using playing cards to learn skip counting compared to staring at multiplication worksheets?
* Well, for one thing, it's not boring!
* For another, if you are actually counting objects, you have the tactile experience of feeling what you are counting.
* And there's the fact that you are saying the numbers (for a reason - after all you are actually counting something.)
* So with skip counting, you get the trifecta of seeing, feeling and hearing. You experience the numbers in three ways.
* And it can be fun. If you teach your child to count, say, playing cards by twos, not only will s/he count the cards faster, but s/he will lock in the two-times tables in his/her head
without having to stare at boring worksheets, watch or do any of those typical dumbing-down activities like watch cartoons teach them math, sing inane songs, or listen to baby-rhymes.
* One of the advantages of using normal playing cards (not flash-cards or cards from some contrived kiddie-math games) is that playing cards can remain life-long friends. They are objects that exist in the adult world, so your child will not have that feeling in the back of his/her mind that they are being pandered to.
Children can sense when their minds are being respected. When you teach them with methods that respect and foster their thinking abilities, instead of talking down to them, you are doing them one of the biggest favors you can do. You are also doing one for yourself, too.
Multiplication
Teachers have uttered the mantra of "you must show the work!" since any of us can remember. But is there any good reason for it?
The only reason that would make sense is to find out if the child understood the problem.
But if a child can consistently get the right answers to multiplication, or other math equations, what good reason would there be for him or her having to show work? Does the teacher think the child doesn't know how to do the problem? That would be crazy, because the child clearly just did the problem!
In English class, when they ask a pupil to read a paragraph, and s/he does it well, do they say, "Okay, now write an essay on how you knew how to read that?"
How nuts would it be to ask a kid in gym class how they ran that mile, or else the running wouldn't count?
What if, in history or social-studies class, students were required not only tell you who won the Battle at Gettysburg, but prove it, with archeological facts. It might be a nice exercise once, but for every question?
"Hey, Picasso, put down that brush and write a 300 word essay about why you put two eyes on the same side of that woman's head. If you can't, I'm afraid we'll just have to rip it up and do it again right, won't we?"
No wonder Einstein said, "Education is what remains after one has forgotten everything he learned in school."
All too often, the wonderful experience that should be school is turned into a learner's nightmare because of ill-thought-out pedagogical dogma.
Schools seldom take into account that different students have different learning styles. Misguided efforts like the "No Child Left Behind" act (what a cynically sinister misnomer!) would have you believe that there's one thing to learn, one way to learn it, and one way to test it. (Maybe more than the name is sinister!)
People who do not understand people who are "different" have a hard time reaching them. The loss is on both sides.
KenKen Puzzles
You many have just heard of KenKen. It's the invention of a Japanese math teacher named Tetsuya Miyamoto, who says, "I believe that if you give children good learning materials, they will think and learn and grow on their own." Imagine that!
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles
KenKen Puzzles
You many have just heard of KenKen. It's the invention of a Japanese math teacher named Tetsuya Miyamoto, who says, "I believe that if you give children good learning materials, they will think and learn and grow on their own." Imagine that!
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles
KenKen is a brilliant puzzle which takes the logic of a sudoku puzzle, and adds the use of basic arithmetic to make KenKen a truly fascinating challenge on many levels.
But you don't have to be a math whiz to play KenKen. The rules are truly easy to learn. A typical grid has 16 squares, with four rows and four columns. Just as in sudoku, you must use the digits from one to four in each row and in each column. You cannot repeat a digit in a row or column.
KenKen has the additional trait that some groups of squares are bounded together by a bold border. Within those squares is a number, say 6, and a mathematical operation sign, say a plus (+) sign. That simply means that the digits in those squares must add up to the number 6.
If you'd had the number 15 with a multiplication (x) sign next to it in two squares bordered in bold, you'd know that the digits that go in those squares must multiply to 15.
Simple enough? Yes, it is - even a second grader can start doing KenKen puzzles. That's how easy it is to begin. But the level of play can get tougher - much tougher.
KenKen can be played on grids of 6x6 squares, or 8x8, or even 9x9 squares.
Filling in the 81 cells of a 9x9 grid can take hours, or days. Or more! Once you start though, you'll find the time to do KenKen. You won't be able to stop! Your mind will learn so much logic and arithmetic, without you even noticing.
KenKen is possibly the best brain exercise you ever may try. That's why you owe it to yourself to check it out. If you are a parent or a teacher, KenKen can become the greatest tool in your educational toolkit to get your child interested in math.
It doesn't feel like math at all - it's just pure fun
You can get free, downloadable KenKen puzzles
Multiplying by Nine With the Finger Method
Can you do the nine-times tables on your fingers?
When you learn how, you'll never have to stare at the multiplication tables charts for nine again. The best part is, you only need to be able to count in order to learn this!
And if you practice using the finger method, you'll be a whiz at multiplying any digit by nine, and never have to "guess" and hope you're right again.
You can learn it now, in a few simple steps that you'll never forget. But you must remember that it is not meant to be a crutch. You must practice it a lot in order to get it to the point where you don't need to do it on your fingers every time you want to multiply by nine.
At the end of the article, you'll find a great, free resource where you can find a fun way that will make you love to practice it, and it will also teach you why the method works.
Let's get down to multiplying:
First, you have to number each of your fingers. With your hands palms down, thumbs almost touching, start from the left and call your L. small finger, "one." The left ring finger is "two," the left middle finger is "three," etc. until you get to the right pinky, which is "ten."
That was easy!
Now, to multiply any digit by 9, you simply bend the finger that has that number inward. In other words, if you were to multiply nine by three, you'd bend the "three" (that's the left middle finger). Bend it inwards, beneath your hand.
Notice the number of fingers on the left of the finger that's bent. There should be two of them. That's how many tens there will be, making the answer, "twenty-something."
Next, notice the how many fingers are on the right side of the finger that's bent. There should be seven of them. That's how many units there will be, making the answer, "twenty-seven."
Warning! - This should not be used as a "trick." Don't make it a crutch. Practice it until you know the "nines-times-tables" by heart. If you still need to use your fingers after a day or two to practice, then you really haven't practiced enough.
There is a "master method" for using your fingers to learn to multiply. You only need one method for all the numbers from 6-9, so you don't have to learn a bunch of different "multiplication tricks." You can find out more at
When you learn how, you'll never have to stare at the multiplication tables charts for nine again. The best part is, you only need to be able to count in order to learn this!
And if you practice using the finger method, you'll be a whiz at multiplying any digit by nine, and never have to "guess" and hope you're right again.
You can learn it now, in a few simple steps that you'll never forget. But you must remember that it is not meant to be a crutch. You must practice it a lot in order to get it to the point where you don't need to do it on your fingers every time you want to multiply by nine.
At the end of the article, you'll find a great, free resource where you can find a fun way that will make you love to practice it, and it will also teach you why the method works.
Let's get down to multiplying:
First, you have to number each of your fingers. With your hands palms down, thumbs almost touching, start from the left and call your L. small finger, "one." The left ring finger is "two," the left middle finger is "three," etc. until you get to the right pinky, which is "ten."
That was easy!
Now, to multiply any digit by 9, you simply bend the finger that has that number inward. In other words, if you were to multiply nine by three, you'd bend the "three" (that's the left middle finger). Bend it inwards, beneath your hand.
Notice the number of fingers on the left of the finger that's bent. There should be two of them. That's how many tens there will be, making the answer, "twenty-something."
Next, notice the how many fingers are on the right side of the finger that's bent. There should be seven of them. That's how many units there will be, making the answer, "twenty-seven."
Warning! - This should not be used as a "trick." Don't make it a crutch. Practice it until you know the "nines-times-tables" by heart. If you still need to use your fingers after a day or two to practice, then you really haven't practiced enough.
There is a "master method" for using your fingers to learn to multiply. You only need one method for all the numbers from 6-9, so you don't have to learn a bunch of different "multiplication tricks." You can find out more at
Education System
We all know the importance of education. It is the most important aspect of any nation’s survival today. Education builds the nations; it determines the future of a nation. So that’s why we have to adopt our Education Policies very carefully because our future depends on these policies.
ISLAM also tells us about Education and its importance. The real essence of Education according to ISLAM is “to know ALLAH” but I think in our country we truly lost. Neither our schools nor our madrassa’s (Islamic Education Centres) are truly educating our youth in this regard. In schools, we are just preparing them for “Money”. We aren’t educating them we are just preparing “Money Machines”. We are only increasing the burden of the books for our children and just enrolling them in a reputed, big school for what, just for social status??? On the other hand in our madrassas we are preparing people who finds very difficult to adjust in the modern society. Sometimes it seems that they are from another planet. A madrassa student can’t compete even in our country then the World is so far from him. He finds very difficult to even speak to a school boy. It is crystal clear that Islamic Education is necessary for Muslims but it is also a fact that without modern education no one can compete in this world. There are many examples of Muslim Scholars who not only study the Holy Quraan but also mastered the other subjects like Physics, Chemistry, Biology, Astronomy and many more, with the help of Holy Quraan. I think with the current education system we are narrowing the way for our children instead of widening it. There is no doubt that our children are very talented, both in schools and in madrassas, we just need to give them proper ways to groom, give them the space to become Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni, Abnalhasam, or Einstein, Newton, Thomas Edison. The education system we are running with is not working anymore. We have to find a way to bridge this gap between school and madrassa. Robert Maynard Hutchins describes it as “The object of education is to prepare the young to educate themselves throughout their lives.” We should give our youth the way to educate themselves.
Edward Everett said that “Education is a better safeguard of liberty than a standing army.” Sadly, in Pakistan we are spending more budgets on our arms than on education which depicts our ideology about education!!! Since 1947 not a single government is able to change this scenario. In price of a grenade almost 20 to 30 children can go to school for the whole year and the other picture.... a grenade can kill 20 to 30 grown people!!!!!!. So a grenade is damaging in two ways stopping children education and then killing innocent people!!! Why not authorities think about this? Answer.... we all know that!!! Don’t we?
Now lets talk about our Policy Makers, it seems they are not working enough. Every year policy for education is reviewed by the government but the results are same.... Illiteracy rate is going upwards in Pakistan according to a recent survey. Somebody starting “Nai Roshni School”, somebody starting “Parha Likha Punjab” etc. for what to educate Pakistan? Well, I don’t think so. These “People” are playing with our nation for the last 60 years just for their on profits and aims. We should and we have to think about our children education now that are we educating them in the right way? If not, what should we do? We have to act now otherwise it’s going to be too late for PAKISTAN!!!
ISLAM also tells us about Education and its importance. The real essence of Education according to ISLAM is “to know ALLAH” but I think in our country we truly lost. Neither our schools nor our madrassa’s (Islamic Education Centres) are truly educating our youth in this regard. In schools, we are just preparing them for “Money”. We aren’t educating them we are just preparing “Money Machines”. We are only increasing the burden of the books for our children and just enrolling them in a reputed, big school for what, just for social status??? On the other hand in our madrassas we are preparing people who finds very difficult to adjust in the modern society. Sometimes it seems that they are from another planet. A madrassa student can’t compete even in our country then the World is so far from him. He finds very difficult to even speak to a school boy. It is crystal clear that Islamic Education is necessary for Muslims but it is also a fact that without modern education no one can compete in this world. There are many examples of Muslim Scholars who not only study the Holy Quraan but also mastered the other subjects like Physics, Chemistry, Biology, Astronomy and many more, with the help of Holy Quraan. I think with the current education system we are narrowing the way for our children instead of widening it. There is no doubt that our children are very talented, both in schools and in madrassas, we just need to give them proper ways to groom, give them the space to become Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni, Abnalhasam, or Einstein, Newton, Thomas Edison. The education system we are running with is not working anymore. We have to find a way to bridge this gap between school and madrassa. Robert Maynard Hutchins describes it as “The object of education is to prepare the young to educate themselves throughout their lives.” We should give our youth the way to educate themselves.
Edward Everett said that “Education is a better safeguard of liberty than a standing army.” Sadly, in Pakistan we are spending more budgets on our arms than on education which depicts our ideology about education!!! Since 1947 not a single government is able to change this scenario. In price of a grenade almost 20 to 30 children can go to school for the whole year and the other picture.... a grenade can kill 20 to 30 grown people!!!!!!. So a grenade is damaging in two ways stopping children education and then killing innocent people!!! Why not authorities think about this? Answer.... we all know that!!! Don’t we?
Now lets talk about our Policy Makers, it seems they are not working enough. Every year policy for education is reviewed by the government but the results are same.... Illiteracy rate is going upwards in Pakistan according to a recent survey. Somebody starting “Nai Roshni School”, somebody starting “Parha Likha Punjab” etc. for what to educate Pakistan? Well, I don’t think so. These “People” are playing with our nation for the last 60 years just for their on profits and aims. We should and we have to think about our children education now that are we educating them in the right way? If not, what should we do? We have to act now otherwise it’s going to be too late for PAKISTAN!!!
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