How well do you know the multiplication table?

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The discussion revolves around the challenges and perceptions of mental math, particularly multiplication, among individuals with varying educational backgrounds. A 19-year-old undergraduate physics student expresses difficulty with basic multiplication, relying on mental tricks rather than memorization, which leads to slower calculations. Participants share their experiences with memorizing multiplication tables, noting that while some found rote memorization beneficial, others struggled with it and preferred understanding concepts through practice.Many contributors highlight the decline in mental math skills due to the reliance on calculators, contrasting their own experiences of rigorous memorization in school. There is a consensus on the value of being able to perform mental calculations quickly, especially in STEM fields, as it aids in error detection and enhances problem-solving capabilities. Some participants discuss specific multiplication challenges, such as the difficulty with 7x8, attributing it to a lack of mnemonic patterns and the nature of the base-10 system.The conversation also touches on teaching methods, with some questioning whether current approaches effectively instill multiplication skills in students.
  • #61
I knew it in the first years of school, nowadays I just calculate them. It's easy if you make it into parts, 7*3 + 7*3 and it's easy.
 
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  • #62
If you're going to be doing arithmetic often it is worth learning tables to save time. At school I was taught by wrote - two twos are four, three twos are six etc. up to 12x12. These stuck with me and when I was about 30, while training for a half marathon I extended this up to 20x20 - not much else to do while bashing out the miles at night :).
 
  • #63
When I was 4th grade, my father drove me to school. He made me recite my 12 x 12s every morning. I also had to memorize perfect squares up to 20.
 
  • #64
i'm very good in multiplication tables... all beacuse long time ago I've learned this rules by this site - http://Aztekium.pl/Master :)
It can be helpful for y'all so better check it out.
Regards
 
  • #65
Kevin McHugh said:
When I was 4th grade, my father drove me to school. He made me recite my 12 x 12s every morning. I also had to memorize perfect squares up to 20.
I knew my 1x1s table by 3! :).
 
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  • #66
WWGD said:
I knew my 1x1s table by 3! :).
That's quite old! 3! = 6, and 3! = 6! = 720. I don't really believe you're that old.:oldbiggrin:
It shouldn't take more than a year or two to learn all the products in that table...
 
  • #67
Mark44 said:
That's quite old! 3! = 6, and 3! = 6! = 720. I don't really believe you're that old.:oldbiggrin:
It shouldn't take more than a year or two to learn all the products in that table...

Actually, the double factorial is defined differently than that https://en.wikipedia.org/wiki/Double_factorial
So ##3! = 3##, which is in line with his statement.

However, I think this notation for double factorials is pretty horrible.
 
  • #68
You're right, micromass. I was interpreting 3! as (3!)!
 
  • #69
I did this in my head while (failing) to fall asleep. Can't bring a calculator to bed.
https://www.physicsforums.com/threads/joystick-geometry.885203/#post-5568515
I did it rounded to zero decimal places in my head, then followed up in the morning with pencil and paper to one decmial place.
I could do it to an arbitrary number of decimal places*, but there's no point.

*OK, I can't do square roots to more than one decimal place.
 
  • #70
Mark44 said:
You're right, micromass. I was interpreting 3! as (3!)!
But the smiley takes care of any doubt :) ( :))
 

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