The document provides instructions for multiplying by 9 using patterns. It shows that the tens digit of the product is 1 less than the number being multiplied by 9. The ones digit is the difference between 9 and the tens digit. It then asks the reader to use this pattern to find the product of 6 x 9, which is 54.
iPracticeMath (http://www.iPracticeMath.com/) makes Math fun and easy for kids.
We provide the learning topics on basic math, algebra and calculus with math practice
In a format of multiple-choice and Math Worksheet to practice more!
This presentation shows how to do Multiplication of numbers.
Live practice Math: https://www.facebook.com/iPracticeMath
Helping parents to understand the correct method of teaching their children Algebra / Mathematics / Math can be tricky.
There are many pit-falls in helping children with their homework because many of the ways we were taught are out of date.
Try this simple free online lesson and watch as your child learns how to do Simple Division by following this step-by-step guide.
iPracticeMath (http://www.iPracticeMath.com/) makes Math fun and easy for kids.
We provide the learning topics on basic math, algebra and calculus with math practice
In a format of multiple-choice and Math Worksheet to practice more!
This presentation shows how to do Multiplication of numbers.
Live practice Math: https://www.facebook.com/iPracticeMath
Helping parents to understand the correct method of teaching their children Algebra / Mathematics / Math can be tricky.
There are many pit-falls in helping children with their homework because many of the ways we were taught are out of date.
Try this simple free online lesson and watch as your child learns how to do Simple Division by following this step-by-step guide.
Decimals are Fractions, Too! Helping Students Connect Fraction and Decimal Understanding (Grades 4-7) by Kimberly Rimbey at the MEAD Conference, Tucson, AZ, 1-20-18
Have you ever wanted to help more students connect fractions and decimals? Do your students struggle to see the connections once you begin adding and subtracting them? Come and learn engaging student-active ways to help them make sense of the connections and truly "see" their interrelatedness. Making sense of decimal concepts and operations requires strong connections with fractions and place value. Join us as we explore fraction and decimal multiplication using concrete and visual models, connected to written work, and grounded in problem solving. Formative assessment strategies will be included.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Multiplication
Learn to:
Multiply
The properties of Multiplication
Make an ARRAY
Multiplication Terminologies
2. Multiplication
The result of multiplication is the total number (product) that would be obtained by
combining several (multiplier) groups of similar size (multiplicand).
3. Multiplication
The result of multiplication is the total number (product) that would be obtained by
combining several (multiplier) groups of similar size (multiplicand).
3 x 4 = 12
4. Multiplication
The result of multiplication is the total number (product) that would be obtained by
combining several (multiplier) groups of similar size (multiplicand).
Multiplicand
3 x 4 = 12
5. Multiplication
The result of multiplication is the total number (product) that would be obtained by
combining several (multiplier) groups of similar size (multiplicand).
Multiplicand
3 x 4 = 12
Multiplier
6. Multiplication
The result of multiplication is the total number (product) that would be obtained by
combining several (multiplier) groups of similar size (multiplicand).
Multiplicand Product
3 x 4 = 12
Multiplier
37. Properties of Multiplication
Commutative Property
3x4 = 12
4x3 = 12
Associative Property
(3 x 4) x 2 = 24
3 x (4 x 2 ) = 24
38. Properties of Multiplication
Commutative Property
3x4 = 12
4x3 = 12
Associative Property
(3 x 4) x 2 = 24
3 x (4 x 2 ) = 24
Zero Property
39. Properties of Multiplication
Commutative Property
3x4 = 12
4x3 = 12
Associative Property
(3 x 4) x 2 = 24
3 x (4 x 2 ) = 24
Zero Property
5x0=0 1,234,567,890 x 0 = 0
40. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
41. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4
42. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
43. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
44. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
3x4=
45. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
3x4=
46. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
3x4= 4x3=
47. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
3 x 4 = 12 4x3=
48. ARRAY in Multiplication
An Array is when you arrange the pieces in rows and columns
An array is like the Commutative Property, you can flip flop the factors
and the product is still the same
3 row of 4 4 row of 3
3 x 4 = 12 4 x 3 = 12
49. Multiply by 4
Use what you know about Multiply by 2
and DOUBLE IT!
Because 4 is double of 2, right?
50. Multiply by 4
Use what you know about Multiply by 2
and DOUBLE IT!
Because 4 is double of 2, right?
7x4=?
51. Multiply by 4
Use what you know about Multiply by 2
and DOUBLE IT!
Because 4 is double of 2, right?
7x4=?
You know that 7 x 2 = 14
So, DOUBLE THAT...
you will have the answer...
52. Multiply by 4
Use what you know about Multiply by 2
and DOUBLE IT!
Because 4 is double of 2, right?
7x4=?
You know that 7 x 2 = 14
So, DOUBLE THAT...
you will have the answer... 28
63. Chapter 6, Lesson 2
Name Date Reteach
Multiply by 9
Multiply with 9 CA Standards
NS 2.2, AF 1.2
You can use patterns to find a product when 9 is a factor.
Look at each 9s fact in the table. Notice Factors Product
that the tens digit of each product is 1 less
than the number multiplied by 9. 1 9 9 1 1 0
2 9 18 2 1 1
3 9 27 3 1 2
4 9 36 4 1 3
5 9 45 5 1 4
Look at each product. The ones digit is the Factors Product
difference of 9 and the tens digit. 1 9 9 9 0 9
Antwon has 6 bags of marbles. There are 2 9 18 9 1 8
9 marbles in each bag. How many marbles 3 9 27 9 2 7
does Antwon have in all?
4 9 36 9 3 6
Use a pattern to find the product of 6 × 9. 5 9 45 9 4 5
Think: 1 less than 6 is 5, so the tens
digit in the product is 5. 6 × 9 = 5_
9 5 = 4, so the ones digit in the 6 × 9 = 54
product is 4.
Solution: Antwon has 54 marbles.
Multiply.
64. Multiply by 9
Name Date
Chapter 6, Lesson 2
Enrichment
Chisenbop CA Standards
NS 2.2, AF 1.2
Chisenbop is an ancient computation method using your
fingers. You can use Chisenbop to multiply when 9 is a factor.
The product 9 × 2 is shown below as an example.
Step 1 Hold your hands up with the palms
3 8
facing you. Mentally give each 2 4 7 9
finger a number 1–10 as shown. 5 6
1 10
Step 2 Find the factor that is NOT 9
in your multiplication problem.
Bend that finger down. So, for
9 × 2, you bend down your #2
finger as shown.
Step 3 Count the fingers to the left of the
bent finger—they are the tens
in your product: 1 finger = 1 ten.
Step 4 Count the fingers to the right of the
bent finger—they are the ones
in your product: 8 fingers = 8 ones.
Your hands show 1 ten and 8 ones. 9 × 2 = 18.
Work with a partner. Show a problem below with your fingers.