If this is your first visit, be sure to check out the FAQ by clicking the link above. You may have to register before you can post: click the register link above to proceed. To start viewing messages, select the forum that you want to visit from the selection below. |
|
|
Thread Tools | Display Modes |
#131
|
|||
|
|||
|
#134
|
|||
|
|||
Can you do this to find products in hex? What is hex? Short for hexadecimal. There shouldn't be any problem as long as you know how to convert your answer from one base to another. |
#135
|
|||
|
|||
Can you do this to find products in hex? What is hex? Short for hexadecimal. There shouldn't be any problem as long as you know how to convert your answer from one base to another. |
#136
|
|||
|
|||
wrote in message
... Cathy, I'll have to remember 4x4 Well, 4x8 (Now, keep scrolling down...) and 8x8. I have not heard those before. I will try to explain the "handy" way to multiply with 6-10 factors. I read it in Teacher magazine years ago. *Start with your palms facing you, thumbs up *Assign numbers to each finger: Both thumbs - 6 Both pointers - 7 Both middles - 8 Both rings - 9 Both pinkies - 10 * If you want to do 6x8 touch the thumb (6) on one hand to the middle (8) on the other hand...keep your palms facing you. *The 2 fingers touching count as 10 each plus count as 10 each every finger above the touching fingers. For 6x8 that would be a total of 40 so far. *Now you multiply the remaining fingers on one hand times the remaining fingers on the other hand (fingers below the touching fingers). For our example that would be 2x4 which of course equals 8. Add that to the tens and you get 48! When you do 7x6: fingers touching and above = 30; fingers below - 4x3=12 ; so 30+12=42 It is important to keep your palms facing you and that you don't turn your hands around. I hope this makes sense. Not all my 3rd graders get it but the ones that do love it. Yep; got it - although I admit I printed it out, then held the directions in front of me while trying it out! That's cool, since I didn't know there were any fingers tricks except for the 9's. Otoh, *I* have to be able to remember the trick in order to teach it in class; this one, I think I'd have to bring the printed-out directions w/ me. ;-) I know that this has nothing to do with cats but I think I can justify this post: *I always have cats around when I'm doing schoolwork. *The faster the children learn their math facts the more time I have to spend with my cats. Yep; that justification works. ;-) Assignments w/ correct answers are much easier & quicker to grade than those w./ a ton of incorrect answers. Cathy -- "Staccato signals of constant information..." ("The Boy in the Bubble") Paul Simon Michele (N.C.) |
#137
|
|||
|
|||
wrote in message
... Cathy, I'll have to remember 4x4 Well, 4x8 (Now, keep scrolling down...) and 8x8. I have not heard those before. I will try to explain the "handy" way to multiply with 6-10 factors. I read it in Teacher magazine years ago. *Start with your palms facing you, thumbs up *Assign numbers to each finger: Both thumbs - 6 Both pointers - 7 Both middles - 8 Both rings - 9 Both pinkies - 10 * If you want to do 6x8 touch the thumb (6) on one hand to the middle (8) on the other hand...keep your palms facing you. *The 2 fingers touching count as 10 each plus count as 10 each every finger above the touching fingers. For 6x8 that would be a total of 40 so far. *Now you multiply the remaining fingers on one hand times the remaining fingers on the other hand (fingers below the touching fingers). For our example that would be 2x4 which of course equals 8. Add that to the tens and you get 48! When you do 7x6: fingers touching and above = 30; fingers below - 4x3=12 ; so 30+12=42 It is important to keep your palms facing you and that you don't turn your hands around. I hope this makes sense. Not all my 3rd graders get it but the ones that do love it. Yep; got it - although I admit I printed it out, then held the directions in front of me while trying it out! That's cool, since I didn't know there were any fingers tricks except for the 9's. Otoh, *I* have to be able to remember the trick in order to teach it in class; this one, I think I'd have to bring the printed-out directions w/ me. ;-) I know that this has nothing to do with cats but I think I can justify this post: *I always have cats around when I'm doing schoolwork. *The faster the children learn their math facts the more time I have to spend with my cats. Yep; that justification works. ;-) Assignments w/ correct answers are much easier & quicker to grade than those w./ a ton of incorrect answers. Cathy -- "Staccato signals of constant information..." ("The Boy in the Bubble") Paul Simon Michele (N.C.) |
Thread Tools | |
Display Modes | |
|
|