## Why does the Nine finger trick work?

As stated above, it’s because 9 is one less than our “rollover” number, 10. This actually works in any modulo system where the number you’re multiplying is one less than the “rollover” number.

## How can the 10s facts help me solve the 9s facts?

So for the 9’s facts, we can use a 10’s fact, and then just subtract one group. For example, for 9×3, first do 10×3 to make 30, and then subtract one group of 3 to make 27. For 9×7, first do 10×7 to make 70, and then subtract one group of 7 to make 63. This is a strategy that enhances conceptual understanding.

**What times tables do Year 1 need to know?**

Year 1: Children learn to count in multiples of 2s, 5s and 10s. Year 2: Students start to recognise odd and even numbers, they’ll also remember and use division and multiplication facts for the tables learned in year 1.

### What is the multiplier in math?

The Multiplier is the number denoting how many times the multiplicand is taken. …. The product may be obtained by adding the multiplicand to itself as many times less one as there are units in the multiplier, and hence multiplication is a short method of finding the sum of several equal numbers.

### How do you write multiplicand and multiplier?

The multiplier is usually written after the sign, which is then read multiplied by; when the multiplier is written before the sign, it is read times. … The multiplier must always be regarded as an abstract number. The multiplicand and product are like numbers, and may be either concrete or abstract.

**What is a multiplicand?**

A particularly nice example is White’s A New Complete Arithmetic: Uniting Oral and Written Exercises (1897), which says the following on page 22: The Multiplicand is the number taken or multiplied.

## What is the difference between a concrete number and a multiplier?

When one of the factors is concrete, the concrete number is the true multiplicand, but when it is the smaller number, it may be used abstractly as the multiplier. I love this!