if there are 8 people standing in a line and 1 gets off the the second and then the third by taking hundred rupees by 1 and 200 by second 300 by third. then how much the eighth one will take?
Answers
Answer:
For whole numbers, multiplication is equivalent to repeated addition and is often introduced using repeated addition activities. It is important, though that children see multiplication as much more than repeated addition.
If we had 35 biscuits and wanted to share them equally amongst the family of 7, we would use sharing to distribute the biscuits equally into 7 groups.
We can write down statements showing these situations:
7 × 5 = 35 and 5 × 7 = 35
Also,
35 ÷ 5 = 7 and 35 ÷ 7 = 5
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INTRODUCING VOCABULARY AND SYMBOLS
There is a great deal of vocabulary related to the concepts of multiplication and division. For example,
multiplication − multiply, times, product, lots of, groups of, repeated addition
division − sharing, divided by, repeated subtraction
Some of these words are used imprecisely outside of mathematics. For example, we might say that a child is the product of her environment or we insist that children ‘share’ their toys even though we do not always expect them to share equally with everyone.
It is important that children are exposed to a variety of different terms that apply in multiplication and division situations and that the terms are used accurately. Often it is desirable to emphasise one term more than others when introducing concepts, however a flexibility with terminology is to be aimed for.
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