![]() The 7 those are just literally 9's and 7's and 63. Well you write 2 inĪs two 100's plus 1,000. If you can see it, it's in the 100's place. And then you just keep adding,Īnd if there's something that goes over to the next place Then, now that we're done withĪll the multiplication we can actually do our adding up. Lattice multiplication, is we accounted all of the digits, Notice the 1 in the 100's diagonal- and six 10's. I mean we did write it's justġ6 when we did the problem over here, but we'reĪctually multiplying 20. Times 8 notice, that's not really just 2 times 8. So it's five 10's in the 10'sĭiagonal and one 6, 56. Well, this is the 7 in 27, so it's just a regular 7. Remember, this is the 100'sĭiagonal, this whole thing right there. It's 8, the way we accounted for it, we really did 20 timesĤ0 is equal to eight 100's. Though it looked like we multiplied 2 times 4 and saying And what did we do? We multiplied 2 times 4 and What am I really doing? This is the 2 in 27. Sorry, this diagonal right here, I already told you, Think about that? We could say that's twoġ00's plus eight 10's. Multiplying 7 times 4, we're actually multiplying Think about it, this 7- this is the 7 in 27. But what did we really do? And I guess the best way to We just simply wrote a 2Īnd an 8 just like that. So whenever we multiply oneĭigit times another digit, we just make sure we put it in Little diagonal there and I'll do it in this lightīlue collar. I'll do in this little pink color right here. Left or above that, depending on how you want to view it, In the light green color, that is the 10's place. So for example, thisĭiagonal right here, that is the 1's place. Is each of these diagonals are a number place. And the key here is theĭiagonal as you can imagine, otherwise we wouldn'tīe drawing them. ![]() We drew a lattice, gave the 2Ī column and the 7 a column. I'm just doing exactly what weĭid in the previous video. You write your 2 and your 7 just like that- times 48. ![]() Going to redo this problem up here then I'll also try toĮxplain what we did in the longer problems. ![]() Multiplication first and then do all of your addition. If the first digit cannot be divided by the divisor, write a 0 above the first digit of the divisor.Couple of lattice multiplication problems and Starting from left to right, divide the first digit in the dividend by the divisor.To divide 100 by 7, where 100 is the dividend and 7 is the divisor, set up the long division problem by writing the dividend under a radicand, with the divisor to the left (divisorvdividend), then use the steps described below: To perform long division, first identify the dividend and divisor. Long division can be used either to find a quotient with a remainder, or to find an exact decimal value. In other words, 9 divided by 4 equals 2, with a remainder of 1. Instead, knowing that 8 ÷ 4 = 2, this can be used to determine that 9 ÷ 4 = 2 R1. For example, 9 cannot be evenly divided by 4. One way is to divide with a remainder, meaning that the division problem is carried out such that the quotient is an integer, and the leftover number is a remainder. There are two ways to divide numbers when the result won't be even. In this case, the number of people can be divided evenly between each group, but this is not always the case. Thus, assuming that there are 8 people and the intent is to divide them into 4 groups, division indicates that each group would consist of 2 people. The divisor is the desired number of groups of objects, and the quotient is the number of objects within each group. One way to think of the dividend is that it is the total number of objects available. The number being divided is the dividend, the number that divides the dividend is the divisor, and the quotient is the result: Generally, a division problem has three main parts: the dividend, divisor, and quotient. In order to more effectively discuss division, it is important to understand the different parts of a division problem. For example, 2 goes into 8 4 times, so 8 divided by 4 equals 2.ĭivision can be denoted in a few different ways. Division can be thought of as the number of times a given number goes into another number. The arithmetic operations are ways that numbers can be combined in order to make new numbers. Division is one of the basic arithmetic operations, the others being multiplication (the inverse of division), addition, and subtraction.
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