Educational Innovation Paper Outline

Title of Innovation: Fast Multiplication using Finger Hand Technique

Innovation Category: Curriculum Instruction and Delivery

Name of Innovator/ s: Jeruel A. Florida

School, District: Bayabas Integrated School/ Binugao District

Date of Implementation: November 6, 2023 (Quarter 2, SY 2023-2024)

Contact Numbers: 0965-697-4037/0946-609-0651

I. Overview:
Whenever I begin the Mathematics in the intermediate classes, a routine
of multiplication table chant was done until they can recall it by heart. Due to
their inability to store the multiplication table in memory, I observed that half
of them did not participate. Study of Admin (2022) revealed that the weak in
basics that they have not learned in the beginning and know when they are in
upper grades and have large values to calculate, learners may fail. Addressing
this problem positively impacts the educational system since multiplication is
one of the basic operations. Gaining knowledge of basic multiplication is
important for students, teachers, and parents alike, as it comes in useful in
everyday situations. The innovation of using hand finger technique is the best
alternative when learners have trouble remembering the whole multiplication
table.
 Align with the objectives of the Department of Education by providing
effective learning to happen, the innovation suitable for efficient teaching
strategy that encourage arithmetic engagement in kids. The innovation
represents the Department of Education's fundamental principles, emphasizing
accessibility, inclusivity and successful instruction.

II. Innovation Description:

Hand finger technique involves using the matching the left fingertip
(multiplier) and right fingertip (multiplicand), do skip counting by 10’s below
the matched finger tips and get the product of the remaining unmatched
fingers above and find the total product. Starting from the two finger tips
matched down to its bottom will be counted by 10’s. Multiply the remaining
numbers above the matched fingers tips. To get the product, add the total
numbers as counted by 10’s and the product of the remaining fingers. This
approach makes general ideas practical for young students by utilizing hands-
on learning.

In comparison to previous alternatives, this is far greater because it is a

learner-centered drill involves memory exercises and gives an exact answer
that is appropriate for those who are finding it tough to understand
multiplication tables. The innovation is a sensory utilizing the hand and
gingers to large multiplication. According to Di Luca and Pesenti (2011), finger
counting habits are needed to build, acquire, and access mental number
representations, the building blocks for semantic number knowledge.

To demonstrate the process of the innovation, let us explore how to use the
hand finger technique. When a learner ask to solve 8x7=N, the left middle
finger serve as multiplier while the right ring finger will be the multiplicand.
First, match together the two fingertips, second count by 10’s to the matched
fingertips down to their last fingers of the both hand. Third, multiply the left
and right unmatched fingers above. Lastly, add the sum of the numbers
counted as by 10’s and the product of the unmatched fingers above.
 Step 1: Set the multiplier and Step 2: Do skip counting by 10s
Multiplicand Get the sum.

Step 3: Multiply the remaining fingers Step 4: Add the sum and product
above.

III. Innovation Statement

The purpose of this innovation is to improve the multiplication skills of
learners utilizing the finger-hand technique. The strategy is a multi-sensory
technique that uses the memory we all naturally have in our fingers. It helps
children and adults who have difficulty understanding math and other learning
concepts, by providing the brain with visual pegs on which to tie the memory.
This method of multiplication was commonly used in the middle ages and
made it unnecessary to learn the time tables beyond 5 by 5. It was particularly
useful at international fairs and such events where people did not speak the
language, and was in use in undeveloped countries until comparatively modern
times. Nowadays, all you need is a calculator to do your multiplication even if
you have forgotten your times tables, but the trusty finger is still very much in
use.

IV. Implementation Procedure

A. Process Flow/ Framework
The process flow or framework of the innovation started with categorizing
the learner’s needs, primarily through formative assessments. I classified the
learners based on their results. Those learners who can performed
independently will be given enrichment activities while I conducted
individualized remedial instruction for the notified learners with difficulty in
multiplication beyond 5. This strategy is useful for teaching graders
multiplication beyond 5 because it allows me to tailor the approach to each
learner’s specific needs and learning style. In addition, individualized
instruction enables timely feedback and reinforcement, addressing any
misconceptions promptly and providing a more effective learning experience.
Additional assistance is provided to clear up any unclear or doubts. The steps
build progressively and are connected onto one another, making it possible for
a seamless and effective operation of the method of innovation. By adhering to
a planned and methodical sequence, whereby each steps is easy to follow
guaranteeing a smooth and coherent path to the end result. This strategy
reduces interruptions, permits efficient execution, and optimizes positive
outcome. Discovering the finger hand technique for multiplication has made
learning more interactive and enjoyable. Seeing progress in understanding the
tables through hands-on approaches has been inspiring. Let's keep embracing
these techniques to make math a journey of finding product effortlessly and
enhance mastery.

B. Projects Management

Learners are free to do the execution of the innovation. Anytime and

anywhere learners can practice the technique. A daily task to solve is evident in
the classroom for the learners to practice the innovation during their free time.
I monitor the improvement of the learners. Teachers and students are the ones
carrying out the innovation. Teachers make sure students use the innovative
resources and track developments and enhancements as they happen.
Feedback from the learners are very important to guarantee that the activity is
being performed efficiently to fulfill their learning needs and assist them in
achieving their academic goals.

C. Timeline

The schedule for implementing this innovation was the beginning of the
second quarter, in accordance with the detection of learning difficulties of the
notified learners throughout the first week of instruction on multiplication. On
the implementation phase, the process started by individually calling learners
to solve multiplication. I immediately gave attention to those learners who
faced difficulty in finding the product of the number above 5. An individualized
instruction was evident throughout the entire week. I approached those
struggling learners repeatedly. Constant practice was established everyday.

In the post-implementation phase, the innovation was used at LAC

Sessions to provide a demonstration of effortless and cheapest resources for
teachers. In addition, Action Research was done to determine its efficacy and
collect facts proving its effectiveness. Refinements in light of this assessment,
changes that could be made to the innovation include modifications to the
technique in which could be applicable to division operation.

D. Timeline

Human hand finger is the ultimate resource of the innovation. This is the
cheapest and costless way to teach multiplication above 5. I do constant
monitoring upon learners execution to make sure that they follow the correct
steps and computed the exact answer. I made sure that their hands are clean
and short nails upon execution.

E. Monitoring

The teacher bears the duty of overseeing the progress and results of the
innovation's use to guarantee that it achieves its goal of raising students'
multiplication proficiency. This entails tracking the activity scores of the
students, monitoring their observing behavior patterns and getting input on
the innovation's application to evaluate its efficacy.

To record students' progress, the instructor keeps a record sheet. Written

evaluations, findings, and comments. This sheet of records acts as a useful
instrument for monitoring students' development and identifying any
noteworthy observations or actions, and gathering opinions regarding the
efficacy of putting the innovation into practice. It offers a thorough summary of
the innovation's effects on kids' multiplication abilities and directs changes or
improvements in the future to maximize learning consequences. Daily activity
assessment is used by the teacher, and observation record forms to track
development and support informed decision-making procedures.
Outputs/Outcomes Beneficiary/ies

(enumerates the outputs or (who benefited from the

outcomes produced from corresponding results or
this innovation outcomes
Learners were able to solve The beneficiaries are the Grade
multiplication above 5 using 5 learners who are struggling
hand finger technique with multiplication above 5.

V. Sustainability
My goal is to always include the technique in teaching multiplication
every year. I bring it up to my learners as part of my teaching methods. This
guarantees that other students will have the chance to gain from how it is
used. I do not stop learners from doing the hand finger technique anytime they
wanted to do. I reintroduced the technique every school year. I accept
comments and suggestions from my colleagues whenever arise. Cooperation
with researchers and educational experts can provide insights to make further
improvement of the innovation. All learners can succeed in the end, regardless
of their learning preferences and encouraging wider success and
accomplishment in academics.

Prepared by:

JERUEL A. FLORIDA
Innovator

Recommending Approval:

FRANCIS DARYL M. CHATTO, EdD

OIC

Approved:

ISMAEL L. SEGUNDO
Public Schools District Supervisor
 References: (if any)
Admin. (2022, June 15). Why do kids struggle with multiplication? math study tips. Kids World
Fun Blog. https://www.kidsworldfun.com/blog/why-do-kids-struggle-with-
multiplication/
Gray, S. (2022, July 12). Five reasons Your students are struggling with the multiplication Facts
- Shelley Gray. Shelley Gray. https://shelleygrayteaching.com/five-reasons-students-
arent-mastering-multiplication-facts-can/
Multiplication Using Fingers. http://www.clarkscript.com/fingers-multiplication.html
Liane Kaufmann, Silvia Pixner, and Silke M. Göbel(2011).
Finger Usage and Arithmetic in Adults with Math Difficulties: Evidence From a Case
Report. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3185300/

Means of Verifications (MOVs)

Attach all documents/ pictures needed for verification.

 PROCESS FLOW CHART
PROCESS FLOW USING FINGER HAND TECHNIQUE