The document provides step-by-step instructions for creating a multiplication table on graph paper in two minutes or less. It explains how to fill in the numbers for the nines, fives, and twos rows by writing numbers in order or counting by the appropriate increments.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It instructs the reader to make a 2x3 grid, place the numbers in the grid by multiplying vertically, add the diagonals and carry numbers to get the final answer of 8,900.
The document presents the steps of lattice multiplication to multiply whole numbers, decimals, and polynomials. It begins by explaining that lattice multiplication breaks down the traditional long multiplication method into smaller steps by using a grid. For whole number multiplication, the steps are to draw a grid with rows and columns equal to the number of digits in the factors, write the factors in the grid, multiply pairs of digits and record partial products in the grid, and sum the products along the diagonals. The same process is used for decimal multiplication. For polynomial multiplication, the coefficients of the factors determine the grid size, each term is multiplied out, and the results are combined into a polynomial. Examples are provided to demonstrate the lattice multiplication process.
I found this on the net and really found it useful This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
This document contains the lyrics to the alphabet song with each letter of the alphabet numbered 1 through 26. It also includes instructions for playing tic-tac-toe and showing groups of numbers from 1 to 100.
This document provides examples of multiplying multi-digit numbers. It shows step-by-step workings for 46 x 56, 67 x 48, 435 x 53, 684 x 37 and 4.562 x 3.45. The examples range from multiplying 2-digit by 2-digit numbers to 3-digit by 2-digit and decimal numbers.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It explains how to set up a 2x3 grid based on the numbers, fill in the grid by multiplying the digits and placing them in the intersecting lines, then adding the diagonals and carrying numbers to get the final solution of 8,900.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It instructs the reader to make a 2x3 grid, place the numbers in the grid by multiplying vertically, add the diagonals and carry numbers to get the final answer of 8,900.
The document presents the steps of lattice multiplication to multiply whole numbers, decimals, and polynomials. It begins by explaining that lattice multiplication breaks down the traditional long multiplication method into smaller steps by using a grid. For whole number multiplication, the steps are to draw a grid with rows and columns equal to the number of digits in the factors, write the factors in the grid, multiply pairs of digits and record partial products in the grid, and sum the products along the diagonals. The same process is used for decimal multiplication. For polynomial multiplication, the coefficients of the factors determine the grid size, each term is multiplied out, and the results are combined into a polynomial. Examples are provided to demonstrate the lattice multiplication process.
I found this on the net and really found it useful This free teaching resource is from Innovative Teaching Resources. You can access hundreds of their excellent resources here. https://www.teacherspayteachers.com/Store/Innovative-Teaching-Ideas
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
This document contains the lyrics to the alphabet song with each letter of the alphabet numbered 1 through 26. It also includes instructions for playing tic-tac-toe and showing groups of numbers from 1 to 100.
This document provides examples of multiplying multi-digit numbers. It shows step-by-step workings for 46 x 56, 67 x 48, 435 x 53, 684 x 37 and 4.562 x 3.45. The examples range from multiplying 2-digit by 2-digit numbers to 3-digit by 2-digit and decimal numbers.
The document provides step-by-step instructions for multiplying 356 by 25 using the lattice method. It explains how to set up a 2x3 grid based on the numbers, fill in the grid by multiplying the digits and placing them in the intersecting lines, then adding the diagonals and carrying numbers to get the final solution of 8,900.
Multiplication Number Sense- What's Missing?Alex Box
The document provides examples of multiplication problems and prompts the reader to create 10 additional multiplication and addition/subtraction problems along with an answer key. It reminds students of the symbols used in mathematical operations like multiplication, addition, and subtraction. It then asks students to take a photo of their generated problems and answers and submit it through Showbie.
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The document describes a multiplication bingo activity for teaching the 2, 5, and 10 times tables. It includes number sentence boards with multiplication problems for students to match to number cards. Cut-out number cards ranging from 2 to 100 are provided for students to place on the corresponding multiplication problems.
The document contains a series of math exercises for first grade students in Dutch, including:
- Adding and subtracting numbers up to 10
- Comparing numbers using > and < symbols
- Calculating sums of euro amounts
The exercises provide practice on basic math skills for young learners such as counting, addition, subtraction, comparison, and word problems involving money.
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The document provides information about various calculation techniques in mathematics, including addition, subtraction, multiplication, and division. It discusses place value, rounding numbers, comparing numbers, and using finger multiplication for times tables up to 9. Examples are provided to illustrate different methods like using a lattice method for multi-digit multiplication problems or breaking down multi-digit multiplication into repeated addition.
The document shows a list of numbers being sorted in ascending order through multiple steps. Each step adds the next smallest number to the sorted list. The final sorted list is identified and the middle position, which has two numbers on either side since there is an even number of items, is highlighted as having the numbers 53 and 56.
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This document is a lumber board foot calculator that allows the user to determine the board footage for lumber of varying lengths and widths. It displays the board footage in fractional increments for lengths between 1 and 18 feet and widths between 2 and 18 inches. To use it, the user finds the intersection of the length and width and the corresponding number is the board footage. For boards thicker than 1 inch, the user multiplies the board footage by the thickness in inches.
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
This document provides instructions and examples for using a math workbook on fractions. It explains how to work through the book step-by-step from less complex to more complex topics like addition, subtraction, multiplication and division of fractions. Examples are provided to demonstrate reducing fractions to a common denominator and performing operations on homogeneous and heterogeneous fractions. Time limits are given for each section to practice problems until they can be completed within the allotted time.
The document contains a series of additions in sequence that are intended to support the creation of an addition table for the families of numbers 0-10. The additions include numbers and their sums in no particular order, with the goal being to expose patterns and relationships to help learn addition facts.
To round a decimal number to the nearest whole number, look at the digit in the tenths column. If the tenths digit is 0-4, round down. If it is 5-9, round up. However, if rounding up results in the units digit becoming a 9 (e.g. 9.57), round up to the next multiple of ten instead of just the units place (e.g. rounding 9.57 up to 10 instead of 9).
Zarah has 425 pink flower pictures and 134 blue flower pictures, so she has a total of 425 + 134 = 559 colored pictures. The document then provides examples of adding single-digit and multi-digit numbers together.
- The document provides instructions for subtracting multi-digit numbers by regrouping or "barrowing." It explains the steps to subtract numbers by looking at the ones place value, regrouping tens as needed, then subtracting the ones and tens.
- Examples are provided to demonstrate subtracting numbers like 82 - 53 by regrouping a ten from the tens place into the ones place before subtracting.
- The document also explains how to check subtraction using addition by writing the subtraction problem as an addition sentence and verifying the sums are equal.
This document provides teaching materials on multiplication for grade 2 students. It includes the competencies, indicators, examples and explanations of multiplication as repeated addition, and properties like the commutative and associative properties. It also contains practice problems for students involving word problems with multiplication. The goal is for students to understand multiplication concepts and be able to solve problems with numbers up to two digits.
The document discusses statistical forecasting and Monte Carlo simulation techniques for project estimation. It provides examples of using historical lead time and work in progress data to model distributions and sample values to simulate project progress over time, generating a range of potential completion dates. The examples demonstrate how this statistical approach can help predict a project timeline compared to relying only on expert opinions.
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This document provides a lesson plan on number sequences and patterns. The objective is for students to be able to differentiate between positive and negative whole numbers, recognize and extend number sequences, and create reasonable sequences and patterns. It includes examples of number sequences, instructions for sequencing activities, and key words related to integers, sequences, patterns, increasing and decreasing numbers, and rules.
The document explains how to create a box and whisker plot from a set of data. Key steps include ordering the data, finding the median, splitting the data into lower and upper halves, determining the lower and upper quartiles, and plotting the data on a number line with a box connecting the quartiles and whiskers extending to the minimum and maximum values.
Multiplication Number Sense- What's Missing?Alex Box
The document provides examples of multiplication problems and prompts the reader to create 10 additional multiplication and addition/subtraction problems along with an answer key. It reminds students of the symbols used in mathematical operations like multiplication, addition, and subtraction. It then asks students to take a photo of their generated problems and answers and submit it through Showbie.
Times tables; NIED, Okahandja - Advisory teachers - October 2013jdewaard
This document provides information and strategies for teaching times tables to students. It discusses times tables as repeated addition and structured multiplication. It then presents various hands-on materials and activities teachers can use to help students learn and memorize their times tables, including containers for counting objects, tiles, memory games, relation sheets, and times table squares. Teachers are encouraged to make these low-cost materials themselves and try them out to discover how they can best be used for mathematics instruction in their classrooms.
The Highwayman and Annabel Lee: Forms and Structuresamyjmcmillan
This document provides information about two poems: "The Highwayman" by Alfred Noyes and "Annabel Lee" by Edgar Allan Poe. It includes background on highwaymen, an analysis of the form and structure of "The Highwayman," and definitions of poetic devices used in both poems like metaphor, simile, and symbolism. Key details about the poems are analyzed through questions about rhyme schemes, themes, and literary techniques.
The document describes a multiplication bingo activity for teaching the 2, 5, and 10 times tables. It includes number sentence boards with multiplication problems for students to match to number cards. Cut-out number cards ranging from 2 to 100 are provided for students to place on the corresponding multiplication problems.
The document contains a series of math exercises for first grade students in Dutch, including:
- Adding and subtracting numbers up to 10
- Comparing numbers using > and < symbols
- Calculating sums of euro amounts
The exercises provide practice on basic math skills for young learners such as counting, addition, subtraction, comparison, and word problems involving money.
This document appears to be instructions and questions for a math worksheet in Bahasa Malaysia. It includes questions about rounding numbers to the nearest ten and hundred, addition, subtraction, multiplication, division, and word problems involving money and time. The document contains many math problems but no summaries can be provided without understanding the language.
The document provides information about various calculation techniques in mathematics, including addition, subtraction, multiplication, and division. It discusses place value, rounding numbers, comparing numbers, and using finger multiplication for times tables up to 9. Examples are provided to illustrate different methods like using a lattice method for multi-digit multiplication problems or breaking down multi-digit multiplication into repeated addition.
The document shows a list of numbers being sorted in ascending order through multiple steps. Each step adds the next smallest number to the sorted list. The final sorted list is identified and the middle position, which has two numbers on either side since there is an even number of items, is highlighted as having the numbers 53 and 56.
Finding Interquartile Range from Stem-Leaf Plot 1Moonie Kim
This document provides instructions for finding the interquartile range (IQR) of a data set with an odd number of values. It explains how to order the data from smallest to largest, find the median by crossing out values from the top and bottom, and divide the remaining values into two sides to separately calculate the lower and upper quartiles.
This document is a lumber board foot calculator that allows the user to determine the board footage for lumber of varying lengths and widths. It displays the board footage in fractional increments for lengths between 1 and 18 feet and widths between 2 and 18 inches. To use it, the user finds the intersection of the length and width and the corresponding number is the board footage. For boards thicker than 1 inch, the user multiplies the board footage by the thickness in inches.
The document provides step-by-step instructions for performing lattice multiplication with decimals. It demonstrates multiplying 3.42 by 6.9 using a lattice method. The steps include drawing a grid, placing the numbers in the grid with decimals aligned, multiplying the numbers and placing results in the grid, adding the diagonals while carrying numbers, and finally placing the decimal point to get the final answer of 23.598.
This document provides instructions and examples for using a math workbook on fractions. It explains how to work through the book step-by-step from less complex to more complex topics like addition, subtraction, multiplication and division of fractions. Examples are provided to demonstrate reducing fractions to a common denominator and performing operations on homogeneous and heterogeneous fractions. Time limits are given for each section to practice problems until they can be completed within the allotted time.
The document contains a series of additions in sequence that are intended to support the creation of an addition table for the families of numbers 0-10. The additions include numbers and their sums in no particular order, with the goal being to expose patterns and relationships to help learn addition facts.
To round a decimal number to the nearest whole number, look at the digit in the tenths column. If the tenths digit is 0-4, round down. If it is 5-9, round up. However, if rounding up results in the units digit becoming a 9 (e.g. 9.57), round up to the next multiple of ten instead of just the units place (e.g. rounding 9.57 up to 10 instead of 9).
Zarah has 425 pink flower pictures and 134 blue flower pictures, so she has a total of 425 + 134 = 559 colored pictures. The document then provides examples of adding single-digit and multi-digit numbers together.
- The document provides instructions for subtracting multi-digit numbers by regrouping or "barrowing." It explains the steps to subtract numbers by looking at the ones place value, regrouping tens as needed, then subtracting the ones and tens.
- Examples are provided to demonstrate subtracting numbers like 82 - 53 by regrouping a ten from the tens place into the ones place before subtracting.
- The document also explains how to check subtraction using addition by writing the subtraction problem as an addition sentence and verifying the sums are equal.
This document provides teaching materials on multiplication for grade 2 students. It includes the competencies, indicators, examples and explanations of multiplication as repeated addition, and properties like the commutative and associative properties. It also contains practice problems for students involving word problems with multiplication. The goal is for students to understand multiplication concepts and be able to solve problems with numbers up to two digits.
The document discusses statistical forecasting and Monte Carlo simulation techniques for project estimation. It provides examples of using historical lead time and work in progress data to model distributions and sample values to simulate project progress over time, generating a range of potential completion dates. The examples demonstrate how this statistical approach can help predict a project timeline compared to relying only on expert opinions.
23T1W3 Mathematics ppt on Number Sequence.pptRuthAdelekun1
This document provides a lesson plan on number sequences and patterns. The objective is for students to be able to differentiate between positive and negative whole numbers, recognize and extend number sequences, and create reasonable sequences and patterns. It includes examples of number sequences, instructions for sequencing activities, and key words related to integers, sequences, patterns, increasing and decreasing numbers, and rules.
The document explains how to create a box and whisker plot from a set of data. Key steps include ordering the data, finding the median, splitting the data into lower and upper halves, determining the lower and upper quartiles, and plotting the data on a number line with a box connecting the quartiles and whiskers extending to the minimum and maximum values.
The document contains a practice problem involving systems of linear inequalities. There are 21 problems where the learner is asked to write systems of inequalities to model word problems, graph the systems to visualize the solution sets, and provide possible solutions. The document focuses on representing and solving word problems using systems of linear inequalities.
The document contains an agenda for November 1st including doing a notebook quiz, homework on pages 163-165, and a lesson on compound inequalities. Compound inequalities can use "and" or "or" to represent the intersection or union of two separate inequalities. Examples are shown of graphing inequalities and determining the values of x that satisfy the inequalities. Practice problems are provided to identify the inequality represented by number lines.
This document contains notes on compound inequalities in algebra. It explains that for inequalities combined with "and", the values of x that satisfy both inequalities are graphed as the intersection. For inequalities combined with "or", the values of x that satisfy either inequality are graphed. Several examples of compound inequalities are given and practiced.
Similar to How To Make Multiplication Chart Without Knowing Your Times Tables (20)
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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How To Make Multiplication Chart Without Knowing Your Times Tables
1. How to Make Your Own Multiplication Table in “ Two Minutes or Less” When you take the CAHSEE they do not allow you to bring in a Times Tables. This presentation will show you how you can make your own in just “Two Minutes or Less”
2.
3. USE YOUR GRAPH PAPER TO DRAW A TABLE 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
4.
5. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
6. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
7. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
8. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
9. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
10. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
11. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
12. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 7 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
13. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 8 7 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
14. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 7 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
15. IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX HOW TO DO THE NINES 8 1 7 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
16. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
17. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
18. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 4 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
19. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 4 5 3 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
20. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 4 5 3 6 2 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
21. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 4 5 3 6 2 7 1 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
22. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN.. JUST COPY THE DOWN NINE’S THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX 8 1 7 2 6 3 5 4 4 5 3 6 2 7 1 8 9 8 7 6 5 4 3 2 9 8 7 6 5 4 3 2 X
23. HOW TO DO THE NINES IN THE NINES ROW WRITE NUMBERS I N ORDER 1, 2, 3, THROUGH 8 THEN... WRITE 1, 2, 3, - 8 BACKWARDS STARTING IN THE “8” BOX AND GOING TO THE 1 BOX THEN.. JUST COPY THE DOWN NINE’S 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
24. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IS THERE ALREADY SO.. START WITH “ 10 ” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
25. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
26. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
27. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 20 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
28. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 25 20 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
29. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 30 25 20 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
30. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 35 30 25 20 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
31. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES THEN.. COPY THE DOWN FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” 81 72 63 54 45 36 27 18 9 72 8 63 7 54 6 45 40 35 30 25 20 15 10 5 36 4 27 3 18 2 9 8 7 6 5 4 3 2 X
32. HOW TO DO THE FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES IN THE FIVES ROW WRITE NUMBERS COUNTING BY FIVES FIVE IT THERE ALREADY SO.. START WITH “10” THEN.. COPY THE DOWN FIVES 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 4 27 15 3 18 10 2 9 8 7 6 5 4 3 2 X
33. HOW TO DO THE TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 4 27 15 3 18 10 2 9 8 7 6 5 4 3 2 X
34. HOW TO DO THE TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 27 15 18 10 4 2 9 8 7 6 5 4 3 2 X
35. HOW TO DO THE TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 27 15 18 10 6 4 2 9 8 7 6 5 4 3 2 X
36. HOW TO DO THE TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 27 15 18 10 8 6 4 2 9 8 7 6 5 4 3 2 X
37. HOW TO DO THE TWOS THEN.. COPY THE DOWN TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 8 63 35 7 54 30 6 45 40 35 30 25 20 15 10 5 36 20 27 15 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
38. HOW TO DO THE TWOS THEN.. COPY THE DOWN TWOS IN THE TWOS ROW WRITE NUMBERS COUNTING BY TWOS TWO IS THERE ALREADY SO.. START WITH “4” 81 72 63 54 45 36 27 18 9 72 40 16 8 63 35 14 7 54 30 12 6 45 40 35 30 25 20 15 10 5 36 20 8 27 15 6 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
39. HOW TO DO THE THREES IN THE THREES ROW WRITE NUMBERS COUNTING BY THREES If you can’t count by threes just add SIX IS THERE ALREADY SO.. START COUNTING WITH “7”, 8, 9 81 72 63 54 45 36 27 18 9 72 40 16 8 63 35 14 7 54 30 12 6 45 40 35 30 25 20 15 10 5 36 20 8 4 27 15 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
40. HOW TO DO THE THREES IN THE THREES ROW WRITE NUMBERS COUNTING BY THREES If you can’t count by threes just add SIX IS THERE ALREADY SO.. START COUNTING WITH “7”, 8, 9 81 72 63 54 45 36 27 18 9 72 40 16 8 63 35 14 7 54 30 12 6 45 40 35 30 25 20 15 10 5 36 20 8 4 27 15 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
41. HOW TO DO THE THREES IN THE THREES ROW WRITE NUMBERS COUNTING BY THREES If you can’t count by threes just add SIX IS THERE ALREADY SO.. START COUNTING WITH “7”, 8, 9 81 72 63 54 45 36 27 18 9 72 40 16 8 63 35 14 7 54 30 12 6 45 40 35 30 25 20 15 10 5 36 20 8 4 27 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
42. HOW TO DO THE THREES IN THE THREES ROW WRITE NUMBERS COUNTING BY THREES If you can’t count by twos just add SIX IS THERE ALREADY SO.. START COUNTING WITH “7”, 8, 9 THEN COPY THE DOWN THREES 81 72 63 54 45 36 27 18 9 72 40 16 8 63 35 14 7 54 30 12 6 45 40 35 30 25 20 15 10 5 36 20 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
43. HOW TO DO THE THREES IN THE THREES ROW WRITE NUMBERS COUNTING BY THREES If you can’t count by twos just add SIX IS THERE ALREADY SO.. START COUNTING WITH “7”, 8, 9 THEN COPY THE DOWN THREES 81 72 63 54 45 36 27 18 9 72 40 24 16 8 63 35 21 14 7 54 30 18 12 6 45 40 35 30 25 20 15 10 5 36 20 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
44. HOW TO DO THE FOURS IN THE FOURS ROW WRITE NUMBERS COUNTING BY FOURS If you can’t count by fours just add “ 12” IS THERE ALREADY SO.. START COUNTING WITH “13”, 14, 15, 16 81 72 63 54 45 36 27 18 9 72 40 24 16 8 63 35 21 14 7 54 30 18 12 6 45 40 35 30 25 20 15 10 5 36 20 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
45. HOW TO DO THE FOURS IN THE FOURS ROW WRITE NUMBERS COUNTING BY FOURS If you can’t count by fours just add “ 12” IS THERE ALREADY SO.. START COUNTING WITH “13”, 14, 15, 16 81 72 63 54 45 36 27 18 9 72 40 24 16 8 63 35 21 14 7 54 30 18 12 6 45 40 35 30 25 20 15 10 5 36 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
46. HOW TO DO THE FOURS IN THE FOURS ROW WRITE NUMBERS COUNTING BY FOURS If you can’t count by fourss just add “ 12” IS THERE ALREADY SO.. START COUNTING WITH “13”, 14, 15, 16 81 72 63 54 45 36 27 18 9 72 40 24 16 8 63 35 21 14 7 54 30 18 12 6 45 40 35 30 25 20 15 10 5 36 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
47. HOW TO DO THE FOURS IN THE FOURS ROW WRITE NUMBERS COUNTING BY FOURS If you can’t count by fourss just add “ 12” IS THERE ALREADY SO.. START COUNTING WITH “13”, 14, 15, 16 COPY IN THE DOWN FOURS 81 72 63 54 45 36 27 18 9 72 40 32 24 16 8 63 35 28 21 14 7 54 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
48. HOW TO DO THE SIXES IN THE SIXES ROW WRITE NUMBERS COUNTING BY SIX If you can’t count by sixes just add “ 30” IS THERE ALREADY SO.. START COUNTING WITH “31”, 32, 33, 34,35, 36 81 72 63 54 45 36 27 18 9 72 40 32 24 16 8 63 35 28 21 14 7 54 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
49. HOW TO DO THE SIXES IN THE SIXES ROW WRITE NUMBERS COUNTING BY SIX If you can’t count by sixes just add “ 30” IS THERE ALREADY SO.. START COUNTING WITH “31”, 32, 33, 34,35, 36 81 72 63 54 45 36 27 18 9 72 40 32 24 16 8 63 35 28 21 14 7 54 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
50. HOW TO DO THE SIXES IN THE SIXES ROW WRITE NUMBERS COUNTING BY SIX If you can’t count by sixes just add “ 30” IS THERE ALREADY SO.. START COUNTING WITH “31”, 32, 33, 34,35, 36 81 72 63 54 45 36 27 18 9 72 40 32 24 16 8 63 35 28 21 14 7 54 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
51. HOW TO DO THE SIXES IN THE SIXES ROW WRITE NUMBERS COUNTING BY SIX If you can’t count by sixes just add “ 30” IS THERE ALREADY SO.. START COUNTING WITH “31”, 32, 33, 34,35, 36 81 72 63 54 45 36 27 18 9 72 40 32 24 16 8 63 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
52. HOW TO DO THE SIXES IN THE SIXES ROW WRITE NUMBERS COUNTING BY SIX If you can’t count by sixes just add “ 30” IS THERE ALREADY SO.. START COUNTING WITH “31”, 32, 33, 34,35, 36 81 72 63 54 45 36 27 18 9 72 48 40 32 24 16 8 63 42 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
53. HOW TO DO THE SEVENS IN THE SEVENS ROW WRITE NUMBERS COUNTING BY SEVEN If you can’t count by seven just add. “ 42” IS THERE ALREADY SO.. START COUNTING WITH “43”, 44, 45, 46,47, 48, 49 81 72 63 54 45 36 27 18 9 72 48 40 32 24 16 8 63 42 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
54. HOW TO DO THE SEVENS IN THE SEVENS ROW WRITE NUMBERS COUNTING BY SEVEN If you can’t count by seven just add. “ 42” IS THERE ALREADY SO.. START COUNTING WITH “43”, 44, 45, 46,47, 48, 49 “ 50”, 51, 52, 53, 54, 55, 56 81 72 63 54 45 36 27 18 9 72 48 40 32 24 16 8 63 49 42 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
55. HOW TO DO THE SEVENS IN THE SEVENS ROW WRITE NUMBERS COUNTING BY SEVEN If you can’t count by seven just add. “ 42” IS THERE ALREADY SO.. START COUNTING WITH “43”, 44, 45, 46,47, 48, 49 “ 50”, 51, 52, 53, 54, 55, 56 81 72 63 54 45 36 27 18 9 72 56 48 40 32 24 16 8 63 56 49 42 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X
56. HOW TO DO THE SEVENS IN THE SEVENS ROW WRITE NUMBERS COUNTING BY SEVEN If you can’t count by seven just add. “ 42” IS THERE ALREADY SO.. START COUNTING WITH “43”, 44, 45, 46,47, 48, 49 “ 50”, 51, 52, 53, 54, 55, 56 81 72 63 54 45 36 27 18 9 72 56 48 40 32 24 16 8 63 56 49 42 35 28 21 14 7 54 48 42 36 30 24 18 12 6 45 40 35 30 25 20 15 10 5 36 32 28 24 20 16 12 8 4 27 24 21 18 15 12 9 6 3 18 16 14 12 10 8 6 4 2 9 8 7 6 5 4 3 2 X