9 responses to “The Multiplication FLAIR”

1. 

   Jessica Butanda

   September 21, 2018

   Do you have a version of this with addition/subtraction facts? For younger kids?

   Reply
2. 

   Audrey

   August 27, 2015

   Thanks for the clarification. I do applaud the inclusion of the commutative aspect.
   However, I can’t help but think that this could take children a long time to accomplish with that many questions.

   Reply
3. 

   Audrey

   August 27, 2015

   I cannot see a connection to the product of 242 in anything that students are doing. Is it a goal for the number of points or, perhaps, simply a nominal number to distinguish this FLAIR document from others? Please clarify. Thanks.

   Reply
   1. 

      stevewyborney@gmail.com

      August 27, 2015

      Hi, Audrey. That’s a great question. There are 242 items on this particular FLAIR. If a student see 242 out of 242, then they know they have answered each item correctly. It’s meant to provide feedback. If they see 241/242 they are eager to seek out the one that isn’t showing. The 242 originally comes from the concept of a 0 by 10 multiplication table having 121 listed products. I used each one, and then I also reversed each one, so you’ll see 6 × 4, and at another point you’ll see 4 × 6. Of note, this leads to 5 × 5 (for example) appearing twice.

      Reply
4. 

   Scott Cox

   March 10, 2015

   You’ve done some pretty cool things with Excel, and if you’re anything like me, you have more ideas than time to implement them. Still, I’ll remind you that this tool is a perfect candidate for coding into an HTML page. It would give you a dedicated web address (easier to manage than a file download) and relieve your concern with students saving over the original file. With database expertise (which I do not yet have), you could have a record of student progress to allow customized intervention. If or when you are ready to jump into coding web pages, I’ll do everything I can to pave the way for you! Your ideas are worth spreading!

   Reply
   1. 

      stevewyborney@gmail.com

      March 10, 2015

      Hi, Scott. Thank you for this idea. You are completely right that time is the primary issue that I’m running into. Your thought of coding into a page like this would solve several problems. I wonder if I could do all of that over a summer?

      To anyone else reading, Scott is a great contact. Like me, he is on a learning journey, hungry and eager to learn and contribute.

      Reply
5. 

   Aaron Bieniek

   March 10, 2015

   Hey Steve, have you ever tried a FLAIR set up as a problem string (where the solutions to the previous problems inform the solution to the current problem)? They work much better as a discussion piece where you an focus on a particular solution strategy with the class, but the concept might also work as a FLAIR. So, for example, these might be the problems: 2 x 1.50, 20 x 1.50, 4 x 1.50, 24 x 1.50, 42 x 1.50, 180 / 1.50

   Reply
   1. 

      stevewyborney@gmail.com

      March 10, 2015

      No, I haven’t tried it like that. I have many, many variations. Some of them require two or three answers at the same time, but I haven’t thought of problem strings. That is an excellent idea!

      Reply
6. 

   Abdulrahman Abbas

   March 10, 2015

   Thanks for a good idea.

   Reply