5Squared
Products of 11
Products of 5
11x12
9x8
X
=
1x2=2
Pattern recognition
Product
Factor
1. All products (25, 225, 625, 1225 etc.)end with 25 because, the factors have 5 in the units place. 25 in the product is the dominant pattern.
0x0=0
1x1=2
3x3=12
2x2=6
4x4=20
2. Ignoring the factors and the dominant pattern from the product, we get the following pattern:
3. The mathematical pattern will be correct if we use this logic.
2x3=6
3x4=12
4x5=20
That is to say, in squaring numbers ending with 5, we get 25 as the dominant pattern; at the product's Right Hand Side
The Left Hand Side is the product is Factor times (Factor + 1)
Hence, 995x995=990025.
99x100=9900
LHS is 99x(99+1)
RHS is 25
Compute: 995x995
99995x99995=9999000025
9995x9995=99900025
999995x999995=999990000025
Factor 2
Factor 1
The middle digit is the digit sum of Factor 2
First Digit
Last Digit
1+1=2
1+2=3
1+3=4
Middle Digit
In all Products, the first digits of Factor 2 and Product are same
In all Products, the last digits of Factor 2 and Product are same
x
Challenge: Why is 11x73=803?
9 is 1 less than 10
8 is 2 less than 10
Hence 8x9=72
-1 times -2 is 2. This is the value for the RHS
Cross adding, either (9 & -2) or (8 & -1) we get 7. This is the value for LHS
+1
+2
Cross adding, either (11 & +2) or (12 & +1) we get 13. This is the value for LHS
Hence 11x12=132
Since we have units of 10x10, we cut the 1x10 piece in green from fig 1 and place it at the bottom of fig 2 to get the figure 3
Figure 1
10x10 Piece
10 Rows x 11 Colums Piece
12 Rows x 10 Column Piece
12 Rows x 11 Columns Piece
We write this way as 11 is 1 more than 10
We write this way as 12 is 2 more than 10
We find the product of 1 x 2: 1 times 2 is 2. This is the value for the RHS
As the base is 10, we cut the green colored 2x7 piece from Fig 1 and fix it at the bottom of Fig 2. The result is Fig 3
Fig 1
Fig 2
Fig 3
Multiplier
Times
Multiplicand
Half of 888 is 444
Half of 2 is 1
10x10 piece
8 rows x 9 columns
As the base is 10, we cut the green colored 1x9 piece from Fig 1 and fix it to the right of Fig 2. The result is Fig 3. Either way we get 72
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Description
Many students are not capable of learning math when it is presented primarily as a set of numeric equations and rules. I use graphic methods of 'Vedic Maths' ideas to build a profound understanding: visual imagery and clear language. We believe that all students are capable of learning mathematics in a profound way when it is taught with an approach that appeals to their learning styles
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