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In elementary algebra, FOIL is a mnemonic for the standard method of multiplying two binomials [1] —hence the method may be referred to as the FOIL method. The word FOIL is an acronym for the four terms of the product: First ("first" terms of each binomial are multiplied together)
For instance, if one had x×x, the only algebra tile that would complete the rectangle would be x 2, which is the answer. Multiplication of binomials is similar to multiplication of monomials when using the algebra tiles . Multiplication of binomials can also be thought of as creating a rectangle where the factors are the length and width. [2]
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. Area of a cloth 4.5m × 2.5m = 11.25m 2; 4 1 / 2 × 2 1 / 2 = 11 1 / 4
When k is 2 and n is bigger than 1, it is the binomial distribution. When k is bigger than 2 and n is 1, it is the categorical distribution . The term "multinoulli" is sometimes used for the categorical distribution to emphasize this four-way relationship (so n determines the suffix, and k the prefix).
Alternate solution 90miles / 3hours =30mph. So, 30mph×7hours=210miles. Note that even simple equations like = are solved using cross-multiplication, since the missing b term is implicitly equal to 1: =.
The grid method (also known as the box method) of multiplication is an introductory approach to multi-digit multiplication calculations that involve numbers larger than ten. Because it is often taught in mathematics education at the level of primary school or elementary school , this algorithm is sometimes called the grammar school method.
However, until the late 1970s, most minicomputers did not have a multiply instruction, and so programmers used a "multiply routine" [1] [2] [3] which repeatedly shifts and accumulates partial results, often written using loop unwinding. Mainframe computers had multiply instructions, but they did the same sorts of shifts and adds as a "multiply ...
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.