The distributive property of multiplication allows us to break down the highest term of the exercise into a smaller number. This simplifies the multiplication operation and we can solve the exercise without the need to use a calculator.
The distributive property of multiplication allows us to break down the highest term of the exercise into a smaller number. This simplifies the multiplication operation and we can solve the exercise without the need to use a calculator.
Let's assume we have an exercise with a multiplication that is simple, but with large numbers, for example:
Thanks to the distributive property, we can break it down into simpler exercises:
+
+
=
\( 94+72= \)
\( 63-36= \)
\( 133+30= \)
\( 140-70= \)
Solve the exercise:
84:4=
In order to simplify the calculation , we first break down 94 and 72 into smaller and preferably round numbers.
We obtain the following exercise:
Using the associative property, we then rearrange the exercise to be more functional.
We solve the exercise in the following way, first the round numbers and then the small numbers.
Which results in the following exercise:
166
To solve the problem, first we will use the distributive property on the two numbers:
(60+3)-(30+6)
Now, we will use the substitution property to arrange the exercise in the way that is most convenient for us to solve:
60-30+3-6
It is important to pay attention that when we open the second parentheses, the minus sign moved to the two numbers inside.
30-3 =
27
27
In order to solve the question, we first use the distributive property for 133:
We then use the distributive property for 33:
We rearrange the exercise into a more practical form:
We solve the middle exercise:
Which results in the final exercise as seen below:
163
In order to simplify the resolution process, we begin by using the distributive property for 140:
We then rearrange the exercise using the substitution property into a more practical form:
Lastly we solve the exercise from left to right:
70
Solve the exercise:
84:4=
There are several ways to solve the following exercise,
We will present two of them.
In both ways, we begin by decomposing the number 84 into smaller units; 80 and 4.
Subsequently we are left with only the 80.
Continuing on with the first method, we will then further decompose 80 into smaller units;
We know that:
And therefore, we are able to reduce the exercise as follows:
Eventually we are left with
which is equal to 20
In the second method, we decompose 80 into the following smaller units:
We know that:
And therefore:
which is also equal to 20
Now, let's remember the 1 from the first step and add it in to our above answer:
Thus we are left with the following solution:
21
Which equation is the same as the following?
\( 13\times29 \)
Which equation is the same as the following?
\( 36\times4 \)
Which equation is the same as the following?
\( 3\times83 \)
Which equation is the same as the following?
\( 14\times42 \)
Which equation is the same as the following?
\( 160\times6 \)
Which equation is the same as the following?
We solve each of the options and keep in mind the order of arithmetic operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option A.
Which equation is the same as the following?
We solve each of the options and keep in mind the order of operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option B.
Which equation is the same as the following?
We solve each of the options and keep in mind the order of arithmetic operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option B.
Which equation is the same as the following?
We solve each of the options and keep in mind the order of operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option C.
Which equation is the same as the following?
We solve each of the options and keep in mind the order of operations: calculation of the operation inside parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option D.
Which equation is the same as the following?
\( 34\times11 \)
Which equation is the same as the following?
\( 39\times19 \)
\( 4\times53= \)
\( 11\times34= \)
\( 6\times29= \)
Which equation is the same as the following?
We solve each of the options and keep in mind the order of operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option D.
Which equation is the same as the following?
We solve each of the options and keep in mind the order of operations: calculation of the operation within parentheses, multiplication and division (from left to right), addition and subtraction (from left to right).
a.
b.
c.
d.
Therefore, the answer is option C.
To make solving easier, we break down 53 into more comfortable numbers, preferably round ones.
We obtain:
We multiply 2 by each of the terms inside the parentheses:
We solve the exercises inside the parentheses and obtain:
212
To make solving easier, we break down 11 into more comfortable numbers, preferably round ones.
We obtain:
We multiply 34 by each of the terms in parentheses:
We solve the exercises in parentheses and obtain:
374
To make solving easier, we break down 29 into more comfortable numbers, preferably round ones.
We obtain:
We multiply 6 by each of the terms in parentheses:
We solve the exercises in parentheses and obtain:
174