Asked by nichole
Multiply using duplication and mediation
8 x 169
8 x 169
Answers
Answered by
Reiny
I suspect you want something like this:
8 x 169
= 4 x 338
= 2 x 676
= 1 x 1352
= 1352
I halved the first factor and doubled the second factor until the first factor becomes 1
Most people can double a number and half a number in their heads.
You would obviously start halving the smaller number.
The problem arises when the "halved" number is odd.
I used to teach this method as a novelty and called it "Newfie" multiplication, (a non-politically correct reference to my fellow countrymen from Newfoundland)
Here is how you would handle a problem like
34 x 56
= 17 x 112
= 8 x 224 , should have been 8.5, but oh well , just drop the .5
= 4 x 448
= 2 x 896
= 1 x 1792
Now drop all the rows where the first factor ( the one you halved) is even, leaving
17 --- 112
1 --- 1792
add the numbers in the right column
112+1792 = 1904
so 34 x 56 = 1904
Using this method, one does not have to know the multiplication table, only being able to double a number and to take half of a number.
My challenge to the students was to explain why this worked.
8 x 169
= 4 x 338
= 2 x 676
= 1 x 1352
= 1352
I halved the first factor and doubled the second factor until the first factor becomes 1
Most people can double a number and half a number in their heads.
You would obviously start halving the smaller number.
The problem arises when the "halved" number is odd.
I used to teach this method as a novelty and called it "Newfie" multiplication, (a non-politically correct reference to my fellow countrymen from Newfoundland)
Here is how you would handle a problem like
34 x 56
= 17 x 112
= 8 x 224 , should have been 8.5, but oh well , just drop the .5
= 4 x 448
= 2 x 896
= 1 x 1792
Now drop all the rows where the first factor ( the one you halved) is even, leaving
17 --- 112
1 --- 1792
add the numbers in the right column
112+1792 = 1904
so 34 x 56 = 1904
Using this method, one does not have to know the multiplication table, only being able to double a number and to take half of a number.
My challenge to the students was to explain why this worked.
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