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A multiplication algorithm is an algorithm (or method) to multiply two numbers. Depending on the size of the numbers, different algorithms are more efficient than others. Numerous algorithms are known and there has been much research into the topic.
The kukuchu tupu (kukush tupu) was equivalent to the Spanish codo and was the distance measured from the elbow to the end of the fingers of the hand. [14] There was also the capa ( span ), and the smallest was the yuku or jeme , which was the length between the index finger and the thumb, separating one from the other as much as possible.
The grid method (also known as the box method) of multiplication is an introductory approach to multi-digit multiplication calculations that involve numbers larger than ten. Because it is often taught in mathematics education at the level of primary school or elementary school , this algorithm is sometimes called the grammar school method.
In elementary algebra, FOIL is a mnemonic for the standard method of multiplying two binomials [1] —hence the method may be referred to as the FOIL method.The word FOIL is an acronym for the four terms of the product:
A grid is drawn up, and each cell is split diagonally. The two multiplicands of the product to be calculated are written along the top and right side of the lattice, respectively, with one digit per column across the top for the first multiplicand (the number written left to right), and one digit per row down the right side for the second multiplicand (the number written top-down).
The definition of matrix multiplication is that if C = AB for an n × m matrix A and an m × p matrix B, then C is an n × p matrix with entries = =. From this, a simple algorithm can be constructed which loops over the indices i from 1 through n and j from 1 through p, computing the above using a nested loop:
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. Area of a cloth 4.5m × 2.5m = 11.25m 2; 4 1 / 2 × 2 1 / 2 = 11 1 / 4
In the UK, this approach for elementary division sums has come into widespread classroom use in primary schools since the late 1990s, when the National Numeracy Strategy in its "numeracy hour" brought in a new emphasis on more free-form oral and mental strategies for calculations, rather than the rote learning of standard methods. [2]