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Four bags with three marbles per bag gives twelve marbles (4 × 3 = 12). Multiplication can also be thought of as scaling. Here, 2 is being multiplied by 3 using scaling, giving 6 as a result. Animation for the multiplication 2 × 3 = 6 4 × 5 = 20. The large rectangle is made up of 20 squares, each 1 unit by 1 unit.
In mathematics education, there was a debate on the issue of whether the operation of multiplication should be taught as being a form of repeated addition.Participants in the debate brought up multiple perspectives, including axioms of arithmetic, pedagogy, learning and instructional design, history of mathematics, philosophy of mathematics, and computer-based mathematics.
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The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
The order of operations, that is, the order in which the operations in an expression are usually performed, results from a convention adopted throughout mathematics, science, technology and many computer programming languages. It is summarized as: [2] [5] Parentheses; Exponentiation; Multiplication and division; Addition and subtraction
Cycles of the unit digit of multiples of integers ending in 1, 3, 7 and 9 (upper row), and 2, 4, 6 and 8 (lower row) on a telephone keypad. Figure 1 is used for multiples of 1, 3, 7, and 9. Figure 2 is used for the multiples of 2, 4, 6, and 8. These patterns can be used to memorize the multiples of any number from 0 to 10, except 5.
Perhaps most familiar as a property of arithmetic, e.g. "3 + 4 = 4 + 3" or "2 × 5 = 5 × 2", the property can also be used in more advanced settings. The name is needed because there are operations, such as division and subtraction , that do not have it (for example, "3 − 5 ≠ 5 − 3" ); such operations are not commutative, and so are ...
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