Your child is probably being taught the Lattice method of multiplication.
Most likely you learned the Standard method but to help your children with their homework you must understand how they are being taught.
Join our group at kidsalgebra.com to keep up with the times (pun unintended).
The document provides instructions for teaching students about division. It defines division as sharing objects equally or grouping objects. It gives examples of writing division number sentences and using multiplication to check the answer. It includes word problems and activities to help students practice dividing by 5, 6, and 9. Students are shown divisibility rules to determine if a number is divisible by 5, 6, or 9.
A fun math activity for dice. Roll the dice to see what number you are subtracting. Includes thorough explanation of regrouping. Worksheet also included.
The document defines key terms used in simplifying fractions such as factors, common factors, greatest common factor, and simplest form. It provides examples of finding the factors of different numbers, identifying common factors, and determining the greatest common factor. The document also explains that to simplify a fraction, one divides the numerator and denominator by the greatest common factor to get the fraction in simplest form, as shown through worked examples simplifying various fractions.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1) Addition involves combining numbers to find a total sum. The order of the numbers does not change the sum. When adding multi-digit numbers, you start with the ones place and work left.
2) Subtraction finds the difference between a starting number and the number removed. You may need to regroup tens into ones when subtracting multi-digit numbers.
3) Multiplication is used to find the total when there are a certain number of equal groups. When multiplying multi-digit numbers, you start with the ones place and work left.
Long division is explained using a family as an analogy for the steps. There are 5 steps: 1) Divide, 2) Multiply, 3) Subtract, 4) Bring down, 5) Repeat or write the remainder. These steps are demonstrated with the long division problem 2947/2 worked out in detail. The solution is 47 R1, with a remainder of 1.
This document explains the steps for dividing multi-digit numbers by one-digit and two-digit divisors. It uses a family as an analogy to represent the five steps in long division: 1) divide, 2) multiply, 3) subtract, 4) bring down, and 5) repeat or write the remainder. Two examples of long division problems are shown step-by-step: 655 divided by 3 and 374 divided by 5. The steps are demonstrated by dividing the numbers into groups and performing the operations on each group until a quotient and optionally a remainder are obtained.
The document explains how to perform 2-digit multiplication. It goes through the step-by-step process, which includes: 1) lining up the numbers with their place values, 2) multiplying the ones place and carrying numbers, 3) multiplying the tens place and using a placeholder zero, and 4) adding the partial products together to get the final product. The example shown is 26 x 12 = 312, and each step of the multiplication is demonstrated.
The document provides instructions for teaching students about division. It defines division as sharing objects equally or grouping objects. It gives examples of writing division number sentences and using multiplication to check the answer. It includes word problems and activities to help students practice dividing by 5, 6, and 9. Students are shown divisibility rules to determine if a number is divisible by 5, 6, or 9.
A fun math activity for dice. Roll the dice to see what number you are subtracting. Includes thorough explanation of regrouping. Worksheet also included.
The document defines key terms used in simplifying fractions such as factors, common factors, greatest common factor, and simplest form. It provides examples of finding the factors of different numbers, identifying common factors, and determining the greatest common factor. The document also explains that to simplify a fraction, one divides the numerator and denominator by the greatest common factor to get the fraction in simplest form, as shown through worked examples simplifying various fractions.
1. The document explains the steps for long division with a 2 digit divisor through an example of dividing 418 by 21.
2. It breaks down the process into 5 steps - dividing, multiplying, subtracting, bringing down remaining digits, and repeating the steps or noting the remainder.
3. Following these steps, the example divides 418 by 21 and gets a quotient of 20 with a remainder of 3.
1) Addition involves combining numbers to find a total sum. The order of the numbers does not change the sum. When adding multi-digit numbers, you start with the ones place and work left.
2) Subtraction finds the difference between a starting number and the number removed. You may need to regroup tens into ones when subtracting multi-digit numbers.
3) Multiplication is used to find the total when there are a certain number of equal groups. When multiplying multi-digit numbers, you start with the ones place and work left.
Long division is explained using a family as an analogy for the steps. There are 5 steps: 1) Divide, 2) Multiply, 3) Subtract, 4) Bring down, 5) Repeat or write the remainder. These steps are demonstrated with the long division problem 2947/2 worked out in detail. The solution is 47 R1, with a remainder of 1.
This document explains the steps for dividing multi-digit numbers by one-digit and two-digit divisors. It uses a family as an analogy to represent the five steps in long division: 1) divide, 2) multiply, 3) subtract, 4) bring down, and 5) repeat or write the remainder. Two examples of long division problems are shown step-by-step: 655 divided by 3 and 374 divided by 5. The steps are demonstrated by dividing the numbers into groups and performing the operations on each group until a quotient and optionally a remainder are obtained.
The document explains how to perform 2-digit multiplication. It goes through the step-by-step process, which includes: 1) lining up the numbers with their place values, 2) multiplying the ones place and carrying numbers, 3) multiplying the tens place and using a placeholder zero, and 4) adding the partial products together to get the final product. The example shown is 26 x 12 = 312, and each step of the multiplication is demonstrated.
The document discusses learning multiplication facts through daily practice. It explains that multiplication is the process of adding equal sets or groups together. It provides examples of multiplying numbers like 2 x 3 and 3 x 2 by representing the numbers as groups of objects and counting the total objects. The document also demonstrates how to multiply two-digit numbers by multiplying the digits in the ones and tens places and regrouping or carrying numbers to the next place value.
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.
This document provides instructions for converting mixed numbers to improper fractions and adding mixed numbers. It explains that to convert a mixed number to an improper fraction, you multiply the whole number by the denominator and add it to the numerator. When adding mixed numbers, change them to improper fractions first by multiplying the whole number by the denominator, then add the numerators and keep the original denominator. It includes examples of converting mixed numbers to improper fractions and adding mixed numbers, and encourages practicing these steps independently.
Multiplication is repeated addition. It involves multiplying a multiplier by itself a specified number of times to get the product. The order of the multipliers does not matter, so 5 x 2 is the same as 2 x 5. Multiplying any number by 1 leaves the number the same, since it is only being added once. Multiplying any number by 0 results in 0, because nothing is being added.
The document discusses the proper order of mathematical operations known as PEMDAS. It covers absolute values, addition and subtraction of signed numbers, multiplication and division of signed numbers, and the order of operations using PEMDAS. Examples are provided to illustrate how to use PEMDAS to simplify expressions involving multiple operations. Exercises with answers are included to help readers practice applying these concepts.
This document provides instructions on how to multiply fractions. It explains that when multiplying two fractions between 0 and 1, the product is smaller than either factor. It then presents the steps to find the fraction of a fraction: 1) read "of" as meaning to multiply, 2) multiply the numerators, 3) multiply the denominators, and 4) simplify the resulting fraction if possible. Several examples are worked through applying these steps.
The document introduces multiplication as a way to efficiently calculate the total number of objects when grouped into equal sets. It provides examples of multiplying the number of sets by the number of objects in each set to find the total number of legs for multiple cats, number of crayons in multiple boxes, number of books for multiple teachers, and number of apples on multiple desks. The document encourages representing multiplication problems using sets and solving related problems.
Multiplication is a repeated addition. It can be represented by using fingers to count groups being added together. The order of the factors does not change the product, so 2 x 3 equals 3 x 2 and both equal 6. Practice multiplication by representing problems with fingers to find that the product is the same regardless of the order of the factors.
The document provides step-by-step instructions for adding mixed numbers. It begins with a review of key terms like denominator, unlike denominators, and mixed number. It then outlines a 4-step process for adding mixed numbers: 1) Find the least common denominator to make the fractions like, 2) Add the fractions, 3) Add the whole numbers, 4) Simplify the resulting fraction if possible. This is demonstrated through worked examples adding various mixed numbers like 1 3/7 + 3 1/2 and 2 3/5 + 4 6/7.
This document provides an overview of the Singapore Math bar modeling strategy for addition, subtraction, multiplication, and division word problems. It explains how to use part-whole and comparison models to represent word problem situations visually with bars. It also provides an example of using these models to solve a multi-step word problem from a 5th grade Singapore textbook, demonstrating how to set up and solve the problem using the bar model representations.
This document provides instructions for students to learn division through sharing objects equally in groups. It explains that division is sharing objects so that there are the same number in each group. Students are asked to practically share objects like cubes or counters into groups to learn division concepts like 10 divided by 2 equals 5 or 12 divided by 3 equals 4. Grouping is also introduced as a way to solve division mentally by counting objects in sets of the divisor. Students are encouraged to take photos of their work and math activities to share.
Long division involves repeatedly dividing, multiplying, subtracting, and bringing down remaining digits. Specifically, the steps are: 1) Divide the dividend by the divisor to find the quotient, 2) Multiply the divisor by the quotient, 3) Subtract to find the remainder, 4) Check that the remainder is smaller than the divisor, and 5) Bring down remaining digits and repeat the process until there is no remainder. The document provides examples of working through long division problems step-by-step and reviews the key steps.
Long division is explained using a family as an analogy to represent the steps. Dad represents dividing, Mom represents multiplying, Sister represents subtracting, Brother represents bringing down digits, and Rover represents repeating the process or getting the remainder. The document then walks through a long division problem step-by-step using this personification analogy to illustrate each part of the long division process.
This document provides instructions for multiplying two-digit numbers by two-digit numbers in 5 steps:
1) Multiply the ones place of the first number by the ones place of the second number.
2) Multiply the ones place of the first number by the tens place of the second number and add any carries.
3) Repeat for the tens place of the first number.
4) Add the partial products together.
5) The sum is the total product of the multiplication problem.
Add Fractions With Unlike DenominatorsBrooke Young
This document provides steps for adding fractions with unlike denominators:
1) Find equivalent fractions with a common denominator
2) Add the numerators and use the sum as the new numerator
3) Keep the common denominator as the denominator
4) Simplify the resulting fraction if possible by reducing to lowest terms
Worked examples demonstrate applying the steps to add several pairs of fractions.
This document provides instructions for subtracting numbers with regrouping in 3 steps: 1) Write the minuend and subtrahend in columns with the greatest place value at the top. 2) Begin subtracting from right to left, regrouping numbers to the left as needed. 3) Check the answer by adding the difference and subtrahend back together. An example of 365 - 219 is shown step-by-step to illustrate the process.
Division involves grouping quantities into equal sets. Examples shown include dividing 12 balls equally into boxes, with 3 balls in each box, dividing 18 faces into groups of 3, with 6 groups, and dividing 9 oranges equally into 3 bags, with 3 oranges in each bag. The document introduces division and solving one-step word problems using division to determine how quantities are divided equally among groups.
The document introduces times tables and explains why students need to memorize them. It notes that to do algebra, students must know answers like 3 x 8 = 24 without counting. It then begins explaining the 2 times table, showing 2 x 2 = 4 and using apples to demonstrate that if you have 2 apples and another 2 apples, you have 2 + 2 = 4 apples total. The purpose is to illustrate multiplication and how remembering times tables is essential for algebra.
This document provides instructions for comparing and ordering fractions using different methods:
- Drawing a picture or using the "butterfly" method to compare fractions less than, greater than, or equal to each other
- Finding the least common denominator (LCD) to order fractions from least to greatest, which involves expressing the fractions with the same denominator and then comparing their numerators
- Using the LCD method involves finding the lowest common multiple of the denominators as the LCD, writing the fractions with this equivalent denominator, and then ordering the fractions by comparing their numerators from greatest to least
The document explains how multiplication and division are related. Multiplication is a shortcut for addition of equal groups, while division is the opposite of multiplication and involves splitting things into equal groups. Examples are provided to illustrate how to use multiplication to solve division problems by thinking of the division sign as asking "what number multiplied by the given number equals the total?"
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.
Lattice multiplication is a method for multiplying multi-digit numbers by drawing a grid and placing the numbers to be multiplied along the sides. For each box in the grid, the number above is multiplied by the number to the right and the products are written in the boxes. The numbers are then added along the diagonals, with carries as needed, and the final sum is the answer. Two examples of lattice multiplication problems are worked out step-by-step to demonstrate the method.
The document discusses learning multiplication facts through daily practice. It explains that multiplication is the process of adding equal sets or groups together. It provides examples of multiplying numbers like 2 x 3 and 3 x 2 by representing the numbers as groups of objects and counting the total objects. The document also demonstrates how to multiply two-digit numbers by multiplying the digits in the ones and tens places and regrouping or carrying numbers to the next place value.
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.
This document provides instructions for converting mixed numbers to improper fractions and adding mixed numbers. It explains that to convert a mixed number to an improper fraction, you multiply the whole number by the denominator and add it to the numerator. When adding mixed numbers, change them to improper fractions first by multiplying the whole number by the denominator, then add the numerators and keep the original denominator. It includes examples of converting mixed numbers to improper fractions and adding mixed numbers, and encourages practicing these steps independently.
Multiplication is repeated addition. It involves multiplying a multiplier by itself a specified number of times to get the product. The order of the multipliers does not matter, so 5 x 2 is the same as 2 x 5. Multiplying any number by 1 leaves the number the same, since it is only being added once. Multiplying any number by 0 results in 0, because nothing is being added.
The document discusses the proper order of mathematical operations known as PEMDAS. It covers absolute values, addition and subtraction of signed numbers, multiplication and division of signed numbers, and the order of operations using PEMDAS. Examples are provided to illustrate how to use PEMDAS to simplify expressions involving multiple operations. Exercises with answers are included to help readers practice applying these concepts.
This document provides instructions on how to multiply fractions. It explains that when multiplying two fractions between 0 and 1, the product is smaller than either factor. It then presents the steps to find the fraction of a fraction: 1) read "of" as meaning to multiply, 2) multiply the numerators, 3) multiply the denominators, and 4) simplify the resulting fraction if possible. Several examples are worked through applying these steps.
The document introduces multiplication as a way to efficiently calculate the total number of objects when grouped into equal sets. It provides examples of multiplying the number of sets by the number of objects in each set to find the total number of legs for multiple cats, number of crayons in multiple boxes, number of books for multiple teachers, and number of apples on multiple desks. The document encourages representing multiplication problems using sets and solving related problems.
Multiplication is a repeated addition. It can be represented by using fingers to count groups being added together. The order of the factors does not change the product, so 2 x 3 equals 3 x 2 and both equal 6. Practice multiplication by representing problems with fingers to find that the product is the same regardless of the order of the factors.
The document provides step-by-step instructions for adding mixed numbers. It begins with a review of key terms like denominator, unlike denominators, and mixed number. It then outlines a 4-step process for adding mixed numbers: 1) Find the least common denominator to make the fractions like, 2) Add the fractions, 3) Add the whole numbers, 4) Simplify the resulting fraction if possible. This is demonstrated through worked examples adding various mixed numbers like 1 3/7 + 3 1/2 and 2 3/5 + 4 6/7.
This document provides an overview of the Singapore Math bar modeling strategy for addition, subtraction, multiplication, and division word problems. It explains how to use part-whole and comparison models to represent word problem situations visually with bars. It also provides an example of using these models to solve a multi-step word problem from a 5th grade Singapore textbook, demonstrating how to set up and solve the problem using the bar model representations.
This document provides instructions for students to learn division through sharing objects equally in groups. It explains that division is sharing objects so that there are the same number in each group. Students are asked to practically share objects like cubes or counters into groups to learn division concepts like 10 divided by 2 equals 5 or 12 divided by 3 equals 4. Grouping is also introduced as a way to solve division mentally by counting objects in sets of the divisor. Students are encouraged to take photos of their work and math activities to share.
Long division involves repeatedly dividing, multiplying, subtracting, and bringing down remaining digits. Specifically, the steps are: 1) Divide the dividend by the divisor to find the quotient, 2) Multiply the divisor by the quotient, 3) Subtract to find the remainder, 4) Check that the remainder is smaller than the divisor, and 5) Bring down remaining digits and repeat the process until there is no remainder. The document provides examples of working through long division problems step-by-step and reviews the key steps.
Long division is explained using a family as an analogy to represent the steps. Dad represents dividing, Mom represents multiplying, Sister represents subtracting, Brother represents bringing down digits, and Rover represents repeating the process or getting the remainder. The document then walks through a long division problem step-by-step using this personification analogy to illustrate each part of the long division process.
This document provides instructions for multiplying two-digit numbers by two-digit numbers in 5 steps:
1) Multiply the ones place of the first number by the ones place of the second number.
2) Multiply the ones place of the first number by the tens place of the second number and add any carries.
3) Repeat for the tens place of the first number.
4) Add the partial products together.
5) The sum is the total product of the multiplication problem.
Add Fractions With Unlike DenominatorsBrooke Young
This document provides steps for adding fractions with unlike denominators:
1) Find equivalent fractions with a common denominator
2) Add the numerators and use the sum as the new numerator
3) Keep the common denominator as the denominator
4) Simplify the resulting fraction if possible by reducing to lowest terms
Worked examples demonstrate applying the steps to add several pairs of fractions.
This document provides instructions for subtracting numbers with regrouping in 3 steps: 1) Write the minuend and subtrahend in columns with the greatest place value at the top. 2) Begin subtracting from right to left, regrouping numbers to the left as needed. 3) Check the answer by adding the difference and subtrahend back together. An example of 365 - 219 is shown step-by-step to illustrate the process.
Division involves grouping quantities into equal sets. Examples shown include dividing 12 balls equally into boxes, with 3 balls in each box, dividing 18 faces into groups of 3, with 6 groups, and dividing 9 oranges equally into 3 bags, with 3 oranges in each bag. The document introduces division and solving one-step word problems using division to determine how quantities are divided equally among groups.
The document introduces times tables and explains why students need to memorize them. It notes that to do algebra, students must know answers like 3 x 8 = 24 without counting. It then begins explaining the 2 times table, showing 2 x 2 = 4 and using apples to demonstrate that if you have 2 apples and another 2 apples, you have 2 + 2 = 4 apples total. The purpose is to illustrate multiplication and how remembering times tables is essential for algebra.
This document provides instructions for comparing and ordering fractions using different methods:
- Drawing a picture or using the "butterfly" method to compare fractions less than, greater than, or equal to each other
- Finding the least common denominator (LCD) to order fractions from least to greatest, which involves expressing the fractions with the same denominator and then comparing their numerators
- Using the LCD method involves finding the lowest common multiple of the denominators as the LCD, writing the fractions with this equivalent denominator, and then ordering the fractions by comparing their numerators from greatest to least
The document explains how multiplication and division are related. Multiplication is a shortcut for addition of equal groups, while division is the opposite of multiplication and involves splitting things into equal groups. Examples are provided to illustrate how to use multiplication to solve division problems by thinking of the division sign as asking "what number multiplied by the given number equals the total?"
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.
Lattice multiplication is a method for multiplying multi-digit numbers by drawing a grid and placing the numbers to be multiplied along the sides. For each box in the grid, the number above is multiplied by the number to the right and the products are written in the boxes. The numbers are then added along the diagonals, with carries as needed, and the final sum is the answer. Two examples of lattice multiplication problems are worked out step-by-step to demonstrate the method.
This document explains how to multiply two digit numbers using lattice multiplication. Lattice multiplication involves setting up a grid with the digits of the first number written vertically and the second number written horizontally. Each digit is then multiplied together and written in the boxes, with the partial products added down the diagonals. The final answer is obtained by adding across the bottom row and down the left column, ignoring an initial zero if it occurs.
El documento discute los avances tecnológicos en varios campos como la educación, las comunicaciones, la multimedia, la bioingeniería y la domótica. En la educación, las nuevas tecnologías han cambiado las funciones de los profesores y mejorado el aprendizaje. En las comunicaciones, innovaciones como el telégrafo, la radio y el teléfono han permitido nuevas formas de comunicación. En la multimedia, las teleconferencias y la televisión digital aprovechan los recursos multimedia, aunque se necesitan estándares compatibles. La bioingen
#FIRMday Manchester 9th March 2017 - Broadbean: Social Referral PresentationEmma Mirrington
Josh Willows, Broadbean, speaks about ‘How to get your employees hooked on your referral scheme’ Keeping employees engaged is one of the hardest challenges for an organisation. Josh will look at the ‘Hooked Model’ and other tips on referral programmes.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las transacciones con bancos rusos clave y la prohibición de la venta de aviones y equipos a Rusia. Los líderes de la UE también acordaron excluir a varios bancos rusos del sistema SWIFT de mensajería financiera.
El documento presenta una breve historia de la ingeniería dividida en diferentes períodos: la prehistoria (5 M.A - 3000 A.C.), la edad antigua (3000 A.C. - siglo V D.C.), la edad media (siglo V - 1453), la edad moderna (1492 - 1784) y la edad contemporánea hasta el siglo XXI. Resume los principales hitos y avances técnicos de cada época en el desarrollo de la ingeniería y su articulación con la educación superior a lo largo de la historia.
The document describes the lattice method for multiplying two-digit numbers. It involves creating a grid with the factors along the top and side and filling in the cells by multiplying the corresponding digits and recording the partial products. The digits are then added along the diagonals, including carries to the next diagonal, and the final answer is written. Many students find the lattice method helpful for keeping track of partial products without extra zeros.
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.
El siguiente trabajo de investigación recopila información y análisis acerca de cómo la compañía AJE gestiona sus canales de distribución y Logística para el transporte y comercialización del agua Cielo.
AIR CONDITIONER REPAIR SERVICE IN COIMBATORE repairserviceac
This document provides information about air conditioner repair service in Coimbatore. It discusses some basic concepts about how air conditioners work using a condenser and evaporator to cool the air. It then offers some tips for common air conditioner issues like failure to run, no cooling, or erratic cooling. It recommends calling a professional for HVAC repair and provides advice for choosing a professional AC repair service.
Convergencia de código con .NET StandardatSistemas
El documento describe la convergencia de código con .NET Standard y cómo Microsoft ha liberado sus frameworks principales en GitHub. .NET Standard es una especificación formal que define un conjunto uniforme de APIs de la biblioteca de clases base para todas las plataformas .NET. Esto permite a los desarrolladores crear bibliotecas portables que se pueden usar en diferentes entornos .NET. Las versiones de .NET Standard incorporan APIs adicionales y las plataformas .NET implementan versiones específicas.
The document discusses educational leadership and ICT policy. It defines policy as a course of action or inaction chosen by public authorities to address problems. Key elements of a policy include problem definition, goals, and instruments. Problem definition involves recognizing and defining the problem being addressed. Goals are the intended outcomes of the policy. Instruments are the methods used to achieve the goals and address the defined problem.
This document discusses inbound marketing and content marketing. It explains that inbound marketing focuses on promoting products and services to interested audiences through targeted methods like blogging, social media, and pay-per-click advertising. These approaches are more cost-effective and engaging than traditional outbound marketing tactics. The document defines content marketing as creating and distributing valuable content to attract and retain a clearly defined audience to ultimately drive customer action. Examples of effective content marketing include getting people to subscribe to or buy content and share it with others.
Este documento discute a Síndrome de Alienação Parental (SAP), definida como o rompimento dos laços entre uma criança e um dos pais após o divórcio devido à manipulação psicológica do outro genitor. Ele descreve os traços de personalidade comuns do genitor alienante, as estratégias de alienação parental e as consequências negativas para a criança alienada, incluindo depressão e baixa autoestima. Finalmente, enfatiza a necessidade de informação, apoio psicológico e medidas jurídicas
The document discusses using social media data and customer relationship management (CRM) data to segment customers. It combines Recency, Frequency, Monetary (RFM) scores from both data sources to cluster customers into four groups: 1) high disseminating value, normal shopping value, 2) both shopping & disseminating is low, 3) high shopping value, normal disseminating value, and 4) high shopping value, low disseminating value. Customer targeting and positioning is then performed based on the clusters to identify which social media pages and product categories each group is most interested in. The hybrid analysis approach provides insights into differences between customer groups.
The document summarizes the P.I.E.R. project, which aimed to improve quality, productivity, and value of a mental health service experiencing staffing issues and low performance. The project formed a diverse focus group and developed an interactive, multilingual online health resource to promote early psychosis intervention, informed choice, empowerment, and community engagement. Milestones included reviewing evidence, developing consent forms and narratives/videos, and planning for dissemination. The goal was to improve access, outcomes, and cost efficiency through an inclusive, evidence-based, and collaborative approach.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document introduces simple division to students. It explains that division is the opposite of multiplication and uses examples like sharing berries between people. Students are shown how to set up division problems such as 27 ÷ 9 and find the answer by using their multiplication tables. They learn that a remainder occurs if the number being divided is not evenly divisible. Examples are provided to practice simple division problems and find quotients and remainders. The next step of learning long division is previewed.
The document provides information about various mathematical concepts including the mean, median, mode, and range. It defines the mean as the average, which is calculated by adding all numbers in a data set and dividing by the total count. The median is defined as the middle value when the data is arranged in order. The mode is the value that occurs most frequently. The range is the difference between the highest and lowest values. Examples are given for calculating the mean of a data set.
The document discusses opening up math class through asking open-ended questions. It provides strategies for creating open questions, such as turning questions around, asking for similarities and differences, replacing numbers with blanks, and asking for number sentences. Open questions allow for multiple approaches and solutions. Examples show how questions can go from closed to more open, providing more freedom in problem solving.
Preparing for KS3- Probability, Formulae and Equations, Ratio and Proportion,...torixD
Includes the following subjects: Probability, Formulae and Equations, Ratio and Proportion, Fractions of Quantities and Percentages of Quantities. As well as a short film and some interesting games. This is perfect for consolidating KS2 tricky bits and getting ready for KS3.
The document provides examples of finding the greatest common factor (GCF) and least common multiple (LCM) of pairs of numbers. It then presents word problems involving finding the GCF or LCM of amounts in order to determine the maximum or minimum number of items that can be grouped in sets of equal size. Sample problems are provided along with step-by-step solutions showing different methods for calculating the GCF and LCM. Teachers are encouraged to provide additional practice problems for students to solve.
1. The document provides examples and explanations for solving various math word problems and questions. It includes steps for solving problems involving ratios, rates, percentages, as well as geometry and probability questions.
2. Khan Academy links are provided for additional guidance on topics like fractions, proportions, exponents, factoring quadratics, and independent vs dependent probability.
3. Insights and reminders encourage reviewing definitions and formulas, drawing diagrams, testing potential answers rather than calculating from scratch, and using calculators effectively.
1. This document provides examples and explanations for 7 math problems involving ratios, proportions, percentages, and word problems. The examples include finding hourly wages given a manager's wage, calculating profit from selling items, and determining how long it will take to drain different sized tanks.
2. It also provides insights and strategies for solving multistep word problems, such as breaking problems into steps, identifying key information, setting up ratios or proportions, and choosing the appropriate operation or formula to solve for the unknown. Reference videos are provided to demonstrate these strategies.
3. Additional problems cover topics like probability, statistics, geometry, factoring quadratics, and rational/irrational numbers. Explanations recommend testing potential answers
This document provides several math tricks that allow one to quickly calculate numbers or predict values through simple steps. The tricks include multiplying any 3-digit number by 7, 11, and 13 to get the number doubled; determining one's birthday through a series of calculations; and squaring 2-digit numbers ending in 5 through patterns involving the digits. The document aims to impress readers by making complex math seem astonishingly simple through these tricks.
This document provides instructions for several math tricks and puzzles. The first trick, called the "7-11-13 trick", involves multiplying a 3-digit number by 7, 11, and 13 and writing out the number twice to get the answer. Subsequent tricks involve missing digits, birthdays, prime numbers, and squaring 2-digit numbers starting or ending in 5.
This document provides several math tricks that allow one to quickly calculate answers or predict numbers chosen by others. The tricks rely on patterns involving factors of 9, doubling and halving numbers, and manipulating digits. Step-by-step instructions are provided for tricks such as multiplying large numbers in your head, squaring 2-digit numbers, and determining someone's birthday with basic math operations.
Lattice multiplication is a method for multiplying multi-digit numbers by drawing a grid and placing the numbers to be multiplied along the sides. For each box in the grid, the number above is multiplied by the number to the right and the products are written in the boxes. The numbers are then added along the diagonals, with carries as needed, and the final sum is the answer. The document provides examples of multiplying a 2-digit by 1-digit number and a 2-digit by 2-digit number using the lattice method.
This document provides several math tricks and puzzles that involve multiplying, squaring, or otherwise manipulating numbers in surprising ways. The tricks are explained step-by-step and include multiplying any number by 11, squaring 2-digit numbers ending in 5, and multiplying by 9 using your fingers. The goal is to amaze others by knowing the solution without showing any work.
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.
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.
Introducing the maths toolbox to studentsKevin Cummins
This presentation introduces the 12 math problem solving strategies for students to assist them across all areas of mathematics. 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
This document contains several math problems and puzzles involving addition, multiplication, and converting letters to numbers based on their position in the alphabet. It also includes a "math trick" claiming to reveal one's favorite movie based on doing a series of multiplication and addition steps with a randomly selected number. Towards the end it shows that converting the words "HARDWORK", "KNOWLEDGE", "ATTITUDE", and "LOVEOFGOD" to numbers represents 98%, 96%, 100%, and 101% respectively, suggesting love of God can help one achieve over 100%.
This document provides several math tricks and puzzles that involve multiplying, squaring, or otherwise manipulating numbers in surprising ways. The tricks are explained step-by-step and include multiplying any two-digit number by 11, squaring two-digit numbers ending in 5 or beginning with 5, and multiplying by 9 using your fingers. Practice is recommended to master the tricks.
The document provides strategies and examples for teaching multiplication facts to students. It discusses equal groups, comparison, and combination word problems. It also outlines strategies like using doubles, fives facts, zeros and ones, nifty nines, and helping facts to help students relate new multiplication facts to ones they already know. The document emphasizes using models and real-world examples to build students' conceptual understanding of multiplication.
Dice and the Law of Probability (maXbox)Max Kleiner
The document introduces probability theory and uses dice rolls to demonstrate concepts like chance, outcomes, and probability calculations. It explains that with one die there is a 1/6 probability of rolling any specific number. With two dice, the probabilities of getting a pair, specific pair, or at least one specific number are calculated. The document concludes by summarizing the probabilities for the different dice rolling scenarios.
Similar to The Lattice Method of Multiplication for Children (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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9
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2. www.kidsalgebra.com
You need to check with your
Teacher if they want you to
learn the “Standard” method
of multiplication
or the “Lattice” method.
03
6. But you also need to know how to
multiply numbers bigger than 12.
That’s because you need to be able to
solve problems like this one …
Farmer Brown has 23 tomato gardens
on his farm.
Each garden has 16 rows of 64 tomato
plants.
How many tomato plants does Farmer
Brown have?
www.kidsalgebra.com07
7. To answer this question you need to
know how to multiply numbers that are
bigger than 12. Like 16 x 64.
But the biggest single number you’ll ever
need to multiply by is 9, so you really
only need to remember up to your 10
times tables.
That’s already made your job of learning
multiplication a lot easier!
www.kidsalgebra.com08
8. So here’s the problem that we’ll solve to
show you how to do the “Lattice”
method of multiplication.
Farmer Brown has 23 tomato gardens on
his farm.
Each garden has 16 rows of 64 tomato
plants.
How many tomato plants does Farmer
Brown have?
www.kidsalgebra.com09
9. www.kidsalgebra.com
To solve problems like this, you have
to decide on two things:
(1) What Answer are you looking for.
&
(2) What Steps do you need to take
to find the Answer.
10
10. The Answer you want is:
“How many tomato plants does Farmer
Brown have?”
Or more simply, the
“Total number of tomato plants.”
www.kidsalgebra.com11
11. The 1st Step is to calculate how many
Tomato plants there are in each Garden.
Each Garden has this many tomato plants:
16 rows of 64 Tomato plants.
www.kidsalgebra.com
9 10 11 12 13 14 15
16
1 2 3 4 5 6 7 8
16 rows
This is what each Tomato
garden looks like
12
12. The 2nd Step is to calculate …
How many tomato plants Farmer
Brown has in his 23 tomato gardens.
www.kidsalgebra.com
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
This is what all of his 23 tomato
gardens look like from high above.
13
13. You can draw a picture of the two Steps
and the Answer like this:
www.kidsalgebra.com
1st Step 2nd Step Answer
14
14. So here are the two Steps to get to the
Answer.
1st Step: Number of tomato plants in
each Garden.
2nd Step: Number of tomato plants in all
23 Gardens.
www.kidsalgebra.com
1st
Step:
16 x 64
2nd Step:
Answer from
Step 1 x 23
Answer:
Total
Plants
15
15. To multiply using the “Lattice” way, you write
16 x 64 = like this.
16 x 64
1 6
6
4
First number
across the top.
Second number
across the side.
www.kidsalgebra.com16
16. You’ll write the number with the most digits across
the top. Here both numbers have 2 digits so you
can put either number at the top.
16 x 64
1 6
6
4
www.kidsalgebra.com17
17. But first let me
explain how “Lattice”
multiplication works.
You may have seen
“Tens” and “Singles”
written in columns.
But the “Lattice” way
you write them down
like this.
www.kidsalgebra.com
T S
1 6 Tens Column.
Singles Column.
18
18. www.kidsalgebra.com
2 x 8
Here’s the “Lattice” way
of doing multiplication.
You’ll multiply by writing
your numbers like this.
2
8
19
19. www.kidsalgebra.com
2 x 8 = 1 6
You already know this
from your 2 Times Table.
So using the “Lattice”
way you fill out the lattice
like this.
6
1
2
8
The 1 in 16 is a “Ten”. Put the 1 in
the “Tens” lattice.
The 6 in 16 is six “Singles”. Put the
6 in the “Singles” lattice.
20
20. www.kidsalgebra.com
2 x 4 = 08
Let’s look at what you do with a zero
in 2 x 4 = 8.
8
0
2
4
The “Ten” is 0.
21
21. Let’s work out the answer to the 1st Step
using the “Lattice Method”.
www.kidsalgebra.com
1st Step:
16 x 64
2nd Step:
Answer from
Step 1 x 23
Answer:
Total
Plants
22
22. www.kidsalgebra.com
First you need to make a lattice that has
two columns for the 2 digits in the 1st number
and two rows for 2 digits in the 2nd number.
16 x 64 =
1 6
6
4
First number
across the top.
Second number
across the side.
23
24. www.kidsalgebra.com
Multiply the 1 that’s above the top-left
block’s column by the 6 that’s in the right
of the top-left block’s row.
1 x 6
1 6
6
4
25
27. www.kidsalgebra.com
There are 0 “Tens” in the answer 1 x 6 = 6,
so you write a 0 into the “Tens” lattice in
the block.
1 x 6 = 06
1 6
6
4
6
0
28
28. www.kidsalgebra.com
Moving to the block to the right, multiply the
6 that’s above the block’s column by the 6
that’s to the right of the block’s row.
6 x 6
1 6
6
4
6
0
29
33. www.kidsalgebra.com
Multiply 1 x 4 = 4. There are no
“Tens” so put 0from 1 x 4 = 04 in the
“Tens” lattice.
Put the 4 into the “Singles” lattice.
1 6
6
4
6
3
6
0
0
1 x 4 = 04
4
34. Move to the next block to the right.
1 6
6
4
6
3
6
0
0
4
www.kidsalgebra.com
35. www.kidsalgebra.com
Multiply 6 x 4 = 24 and put the 2
in the “Tens” lattice and the 4 into the
“Singles” lattice.
1 6
6
4
6
3
6
0
0
6 x 4 = 24
4
2
4
37. Start at the bottom-right and move
left then up.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
Start with the 1st diagonal to
the right then move to the next
diagonal to the left.
38. There is only a 4 in that diagonal.
So there’s nothing to add to the 4.
Write the 4 along the diagonal.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
4 The 4 is a
“Single”.
39. Move left to the next diagonal and add
up all the numbers in that diagonal.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
4 + 2 + 6 = 12 4
The 12 is 12
“Tens”.
40. You keep the 2 “Tens” and “Carry” the
1 “Hundred”.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
12 4
1
Carry the 1
“Hundred”.
41. Next add 1 + 0 + 6 + 3 = 10 in the
next diagonal.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
1
Remember to also add
the 1 “Hundred” that
you Carried.
42. After adding the numbers to make 10, you
should cross off the 1 “Hundred” that you Carried
so you know not to add it again by accident.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
1
43. Leave the 0 in the “Hundreds”
diagonal and carry the 1 “Thousand”.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
110
Carry the 1
“Thousand”.
1
44. Move up on the left side to the last
diagonal. There is a 0 + the 1
“Thousand” that you carried.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
10
1
45. Write down the answer to 1 + 0 = 1
and cross off the 1 “Thousand” that
you carried.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
10
1 1
1 + 0 = 1
46. Next start from the top left and move
down and to the right.
Write down the answer.
1 6
6
4
www.kidsalgebra.com
6
3
6
0
0
4
2
4
2 4
10
1 1
Start
here.
1,024
47. The number of tomato plants in each
Garden = 1,024. Now you can do the
2nd Step: Number of tomato plants in all
23 Gardens.
www.kidsalgebra.com
1st
Step:
16 x 64
= 1,024
2nd Step:
1,024 x 23
Answer:
Total
Plants
48. www.kidsalgebra.com
Put the number with the most digits at the
top. Make a lattice that has one column for
each digit in the top number and a row for
each digit in the other number.
1024 x 23
1 0 2 4
2
3
Biggest number
across the top.
Two digits
across the
side.
50. www.kidsalgebra.com
Multiply the 1 that’s above the top-left
block’s column by the 2 that’s in the right
of the top-left block’s row.
1 x 2 = 2
1 0 2 4
2
3
51. www.kidsalgebra.com
Put the 2 “Singles” in the “Singles” lattice
and because there are no “Tens”, put a 0
into the “Tens” lattice.
1 x 2 = 2
1 0 2 4
2
0
0
0 in the
“Tens” lattice.
2 in the
“Singles”
lattice.
2
3
52. 2
3
www.kidsalgebra.com
Move right one block. This one’s easy,
0 x 2 = 0. There are also 0 “Tens”
So 0 goes into both the “Singles” the “Tens”.
0 x 2 = 0
1 0 2 4
2
0
0
0 in the
“Tens” lattice.
0 in the “Singles”
lattice.
0
0
53. 2
3
www.kidsalgebra.com
Move right one block.
2 x 2 = 4. There are 0 “Tens” so the 4 goes
into the “Singles” and 0 into the “Tens”.
2 x 2 = 4
1 0 2 4
2
0
0
0
0
0 in the
“Tens” lattice.
4 in the “Singles”
lattice.
4
0
54. www.kidsalgebra.com
Move right one block.
4 x 2 = 8. There are 0 “Tens” so the 8 goes
into the “Singles” and 0 into the “Tens”.
4 x 2 = 8
1 0 2 4
2
0
0
0
0
0 in the
“Tens” lattice.
8 in the “Singles”
lattice.
4
0
8
0 2
3
55. 2
3
www.kidsalgebra.com
Move down one row starting with the block
on the left. 1 x 3 = 3. The 3 goes into the
“Singles” and a 0 goes into the “Tens”.
1 x 3 = 3
1 0 2 4
2
0
0
0
3 in the “Singles”
lattice.
4
0
8
0
3
0
0
0 in the
“Tens” lattice.
56. 2
3
www.kidsalgebra.com
0 x 3 = 0
1 0 2 4
2
0
0
0
0 in the “Singles”
lattice.
4
0
8
0
3
0
0
0 in the
“Tens” lattice.
Move right one block. This one’s easy,
0 x 3 = 0. There are also 0 “Tens”
So 0 goes into both the “Singles” the “Tens”.
0
0
57. 2
3
www.kidsalgebra.com
2 x 3 = 6
1 0 2 4
2
0
0
0
6 in the “Singles”
lattice.
4
0
8
0
3
0
0
0 in the
“Tens” lattice.
0
0
Move right one block.
2 x 3 = 6. There are 0 “Tens” so the 6 goes
into the “Singles” and 0 into the “Tens”.
6
0
58. 2
3
www.kidsalgebra.com
4 x 3 = 12
1 0 2 4
2
0
0
0
2 in the “Singles”
lattice.
4
0
8
0
3
0
0
0
6
0
2
1
Move right one block.
4 x 3 = 12. The 2 goes into the “Singles” and
the 1 “Ten” goes into the “Tens”.
1 in the
“Tens” lattice.
60. www.kidsalgebra.com
There’s only one
number, 2 the 1st
diagonal.
There is only a 2 in the 1st diagonal.
So there’s nothing to add to the 2.
1 0 2 4
2
3
2
0
0
0
4
0
8
0
3
0
0
0
6
0
2
1
68. www.kidsalgebra.com
1 0 2 4
2
3
2
0
0
0
4
0
8
0
3
0
0
0
6
0
2
1
5
1
25
Move to the next diagonal.
Add 0 + 2 + 0 = 2 and
write the 2 in it’s diagonal.
3
2
69. www.kidsalgebra.com
1 0 2 4
2
3
2
0
0
0
4
0
8
0
3
0
0
0
6
0
2
1
0
5
1
25
The last diagonal has just one 0.
So just write the 0 in it’s diagonal.
3
2
70. www.kidsalgebra.com
1 0 2 4
2
3
2
0
0
0
4
0
8
0
3
0
0
0
6
0
2
1
0
5
1
253
2
Next start from the top left and move
down and to the right. Write down the
answer. Drop off the 0 at the front.
23,552
71. The number of tomato plants in each Garden =
1,024 and the number of tomato plants in all
23 Gardens = 23,552.
That’s the answer to the problem!
www.kidsalgebra.com
1st
Step:
16 x 64
= 1,024
2nd Step:
1,024 x 23
= 23,552
Answer:
Total
Plants =
23,552