When teaching multiplication, using the word **“times”** can often confuse students. Instead of saying **“times,” **it is more effective to use phrases such as **“groups of” or “repeated addition.”**

The term **“times”** can suggest a sequential action, making students think that they should perform a series of actions in order to solve a multiplication problem. For example, when asked to solve 3 times 4, students may mistakenly think they need to add 3 four times (3 + 3 + 3 + 3), resulting in a total of 12.

By using phrases like **“groups of”** or **“repeated addition,”** students have a clearer understanding of the concept. For instance, when given the problem 3 groups of 4, students can visualize three sets of four objects, leading to the correct answer of 12.

Additionally, the use of real-life examples and visual aids can further enhance students’ comprehension of multiplication. For example, explaining multiplication as the process of combining equal groups or rows can help students grasp the concept more easily.In conclusion, it is important to avoid using the word **“times”** when teaching multiplication as it can confuse students. Instead, using phrases like **“groups of”** or **“repeated addition”** provides a clearer and more intuitive understanding of multiplication concepts.