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so 3 × 17 = 30 + 21 = 51. This is the "grid" or "boxes" structure which gives the multiplication method its name. Faced with a slightly larger multiplication, such as 34 × 13, pupils may initially be encouraged to also break this into tens. So, expanding 34 as 10 + 10 + 10 + 4 and 13 as 10 + 3, the product 34 × 13 might be represented:
A scale factor of 1 ⁄ 10 cannot be used here, because scaling 160 by 1 ⁄ 10 gives 16, which is greater than the greatest value that can be stored in this fixed-point format. However, 1 ⁄ 11 will work as a scale factor, because the maximum scaled value, 160 ⁄ 11 = 14. 54, fits within this range. Given this set: 154, 101, 54, 3, 0, 160
Four bags with three marbles per bag gives twelve marbles (4 × 3 = 12). Multiplication can also be thought of as scaling. Here, 2 is being multiplied by 3 using scaling, giving 6 as a result. Animation for the multiplication 2 × 3 = 6 4 × 5 = 20. The large rectangle is made up of 20 squares, each 1 unit by 1 unit.
In decimal numbers greater than 1 (such as 3.75), the fractional part of the number is expressed by the digits to the right of the separator (with a value of 0.75 in this case). 3.75 can be written either as an improper fraction, 375 / 100 , or as a mixed number, 3 + 75 / 100 .
The scalar triple product (also called the mixed product, box product, or triple scalar product) is defined as the dot product of one of the vectors with the cross product of the other two. Geometric interpretation
In mathematics education, there was a debate on the issue of whether the operation of multiplication should be taught as being a form of repeated addition.Participants in the debate brought up multiple perspectives, including axioms of arithmetic, pedagogy, learning and instructional design, history of mathematics, philosophy of mathematics, and computer-based mathematics.