2 Digit numbers up to 100The basic concept of this is that you multiply the first two digits write the answer down, leave a space, multiply the last two digits, right the answer down, then multiply all the middle digits by each other and the sum of these answers is the middle number in your answer. If you are multiplying the middle digits and they go over ten, simply carry the one into the first digit of the answer. Multiplying within the same "Ten's Digit"The basic premise of this is that you multiply the sum of the first number and the second digit of the second number by the "Ten's Digit". For example the first step in this first example I multiplied the 13 (first number) plus the 4 (second digit of the second number) by the "Ten's Digit" which was 10 to get 170. The next step is to then multiply the last two digits of both numbers then add this answer to the last answer you got. So in the example I added the sum of the last digits multiplied (which was 12) to the 170 (the last answer I got) to get the final answer which is 182. As you can see this can be done for 2 Digit numbers up to 100 just remember that you multiply by the proper "Ten's Digit" for each problem. For example 38 x 34 would need (38+4) x 30. Multiplying by 11This is really fast, you simply take the number which you're multiplying by 11 and have the first digit as the first digit in the answer, the second digit as the last digit in the answer, and the sum of the two digits as the middle digit in the answer. In the case in which the sum of the two digits are more than ten simply carry the one over into the first digit of the answer. You can do this faster if you immediately identify if the sum of the two digits is more than ten and add one to the first digit of the answer right away and then carry the remainder into the middle digit of the answer before continuing to write in the last digit of the answer. Line MethodFor all of you visual dominant people this method might be preferable. You start with drawing a line for each digit of the first number on a angle going from left to right, then, you draw a line for each digit of the second number going on an angle from right to left. You then count all the intercepts of the lines to find each digit in the answer. For example, the left corner will be the first digit of the answer, the right corner will be the the last digit of the answer, and the middle is the middle digit of the the answer. As you can see, when your numbers which you're multiplying have more digits it increases the layers of intercepts which you count and then place into the answer. Alright that is it!
-Bee
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I learned my first card trick! And it's mathy! Yay :D
-Mona
Using teacherdesmos.com, students were required to complete an activity called "Des-Face Using Domain and Range". This activity was introduced after doing a lesson on domain and range, but BEFORE we learned slope, and slope-intercept form of linear equations. Students were not introduced to inequalities or any other relationships beyond our unit on Relations. In Relations, students graphed using tables of values only, but were introduced to the concept of degree. Change the degree, change the shape! All in all, I was very impressed with the results of this activity; the mathematical creativity and experimentation was fabulous to see come out in their designs.
Hey everyone, Nathaniel here
Awhile ago Ms B wrote this question on the board: ((-1/2)+((√3*i)/2))^3 = ? Here's my answer: x = ((-1/2)+((√3*i)/2))^3 = (-0.5+(√-3)/2) (-0.5+(√-3)/2) (-0.5+(√-3)/2) = (-0.5-(√-3)/2)(-0.5+(√-3)/2) = 0.25-((√-3)/4) +(√-3)/4) +0.75 = 0.25+0.75 = 1 x = 1 Pretty nifty, it's a lot easier on the eyes with fractions but alas Weebly can't do that See ya! |
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