Titrations are common laboratory exercises in high school and university chemistry courses, because they are easy, relatively inexpensive, and they illustrate a number of fundamental chemical principles. While students have little difficulty with calculations involving a single titration step, there is a significant leap in conceptual difficulty when "scaling-up" to more involved titration calculations with two or more steps. Currently, there is no alternative approach for students who are unable to follow the standard textbook method for titration calculations. This paper presents a new method of setting out the titration calculations, which helps these weaker students to better organize the data. The connection between the new method and current models of learning is discussed to explain why the tabular approach is successful for students who have difficulty following the standard textbook method. (Contains 1 figure and 4 tables.)