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so 3 × 17 = 30 + 21 = 51. This is the "grid" or "boxes" structure which gives the multiplication method its name. Faced with a slightly larger multiplication, such as 34 × 13, pupils may initially be encouraged to also break this into tens. So, expanding 34 as 10 + 10 + 10 + 4 and 13 as 10 + 3, the product 34 × 13 might be represented:
The result is an equation with no fractions. The simplified equation is not entirely equivalent to the original. For when we substitute y = 0 and z = 0 in the last equation, both sides simplify to 0, so we get 0 = 0 , a mathematical truth.
The addition of decimals is related to students' work with whole number addition, with attention paid to place values so that students understand the reasoning behind lining up decimal points. Students are not instructed to compute an average by "adding up the items, and dividing by the number of items" because it is judged to be too complex ...
To find the position of the decimal point in the final answer, one can draw a vertical line from the decimal point in 5.8, and a horizontal line from the decimal point in 2.13. (See picture for Step 4.) The grid diagonal through the intersection of these two lines then determines the position of the decimal point in the result. [2]
The Village People’s lyricist and lead singer has hit out at the “false assumption” that the band’s biggest hit, “YMCA,” is a “gay anthem.”
In mathematics education at primary school level, a number bond (sometimes alternatively called an addition fact) is a simple addition sum which has become so familiar that a child can recognise it and complete it almost instantly, with recall as automatic as that of an entry from a multiplication table in multiplication.
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